Progress and Setbacks in K-12 Earth and Space Science Education During the Past Decade

NASA Astrophysics Data System (ADS)

Geary, E.; Hoffman, M.; Stevermer, A.; Barstow, D.

2005-12-01

Since publication of the National Science Education Standards in 1996, key Earth and space science concepts have been incorporated into the science education standards in virtually every state. However, the degree to which Earth and space science standards have been implemented in actual classroom curriculum and state science assessments varies greatly from state to state. In a similar vein, the No Child Left Behind legislation calls for a highly qualified teacher in every classroom: in Idaho over 96 percent of high school teachers are certified to teach Earth science, while in Illinois, less than 42 percent of teachers are certified. Furthermore, in some states, like New York, approximately 20 percent of high school students will take introductory Earth science each year, while in other states, like Texas, less than 1 percent of high school students will take introductory Earth science each year. Why do we have this high degree of variability with respect to the teaching and learning of Earth science across the United States? The answer is complex, as there are many institutional, attitudinal, budgetary, and policy factors affecting the teaching of Earth and space sciences. This presentation will summarize data on the current status of Earth and space science education in the United States, discuss where progress has been made and where setbacks have occurred during the past decade, and provide some suggestions and ideas for improving access to high quality Earth and space science education courses, curricula, assessments, and teachers at the state and local level.

Multiverse: Increasing Diversity in Earth and Space Science Through Multicultural Education

NASA Astrophysics Data System (ADS)

Peticolas, L. M.; Raftery, C. L.; Mendez, B.; Paglierani, R.; Ali, N. A.; Zevin, D.; Frappier, R.; Hauck, K.; Shackelford, R. L., III; Yan, D.; Thrall, L.

2015-12-01

Multiverse at the University of California, Berkeley Space Sciences Laboratory provides earth and space science educational opportunities and resources for a variety of audiences, especially for those who are underrepresented in the sciences. By way of carefully crafted space and earth science educational opportunities and resources, we seek to connect with people's sense of wonder and facilitate making personal ties to science and the learning process in order to, ultimately, bring the richness of diversity to science and make science discovery accessible for all. Our audiences include teachers, students, education and outreach professionals, and the public. We partner with NASA, the National Science Foundation, scientists, teachers, science center and museum educators, park interpreters, and others with expertise in reaching particular audiences. With these partners, we develop resources and communities of practice, offer educator workshops, and run events for the public. We will will present on our pedagogical techniques, our metrics for success, and our evaluation findings of our education and outreach projects that help us towards reaching our vision: We envision a world filled with science literate societies capable of thriving with today's technology, while maintaining a sustainable balance with the natural world; a world where people develop and sustain the ability to think critically using observation and evidence and participate authentically in scientific endeavors; a world where people see themselves and their culture within the scientific enterprise, and understand science within the context that we are all under one sky and on one Earth. Photo Caption: Multiverse Team Members at our Space Sciences Laboratory from left to right: Leitha Thrall, Daniel Zevin, Bryan Mendez, Nancy Ali, Igor Ruderman, Laura Peticolas, Ruth Paglierani, Renee Frappier, Rikki Shackelford, Claire Raftery, Karin Hauck, and Darlene Yan.

Improving science literacy and education through space life sciences

NASA Astrophysics Data System (ADS)

MacLeish, Marlene Y.; Moreno, Nancy P.; Tharp, Barbara Z.; Denton, Jon J.; Jessup, George; Clipper, Milton C.

2001-08-01

The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institutions—Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University—are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students—especially those from underrepresented groups—to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families.

Educational benefits of ISY - NASA's perspective

NASA Technical Reports Server (NTRS)

Owens, Frank C.; Mcgee, A. S.

1992-01-01

Education is a key component of the International Space Year (ISY) and NASA has taken on several roles in the development of ISY educational activities. ISY presents a unique opportunity for international cooperation in education and the global importance of science, math and technology across the educational spectrum has been emphasized. NASA monitors the progress of educational projects, develops educational activities and facilitates the development of such activities in both the public and private sectors. The Space Agency Forum on ISY (SAFISY), the international space and education program, space science and space communications in education are discussed and several educational programs are described. Current activities, distribution of products and future evaluation plans are discussed.

Improving science literacy and education through space life sciences.

PubMed

MacLeish, M Y; Moreno, N P; Tharp, B Z; Denton, J J; Jessup, G; Clipper, M C

2001-01-01

The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families. c 2001. Elsevier Science Ltd. All rights reserved.

Improving science literacy and education through space life sciences

NASA Technical Reports Server (NTRS)

MacLeish, M. Y.; Moreno, N. P.; Tharp, B. Z.; Denton, J. J.; Jessup, G.; Clipper, M. C.

2001-01-01

The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families. c 2001. Elsevier Science Ltd. All rights reserved.

Space Science Educational Media Resources, A Guide for Junior High School Teachers.

ERIC Educational Resources Information Center

McIntyre, Kenneth M.

This guide, developed by a panel of teacher consultants, is a correlation of educational media resources with the "North Carolina Curricular Bulletin for Eighth Grade Earth and Space Science" and the state adopted textbook, pModern Earth Science." The three major divisions are (1) the Earth in Space (Astronomy), (2) Space…

Active Galaxies Educational Unit: An Educator's Guide with Activities in Science and Mathematics.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

As a part of its educational effort, the National Aeronautics and Space Administration (NASA) Education and Public Outreach group at Sonoma State University (SSU) has put together a series of activities based on the science of one of NASA's exciting space missions, the Gamma-ray Large Area Space Telescope (GLAST). GLAST is a NASA satellite planned…

An Inquiry-Based Approach to Teaching Space Weather to Undergraduate Non-Science Majors

NASA Astrophysics Data System (ADS)

Cade, W. B., III

2016-12-01

Undergraduate Space Weather education is an important component of creating a society that is knowledgeable about space weather and its societal impacts. The space physics community has made great strides in providing academic education for students, typically physics and engineering majors, who are interested in pursuing a career in the space sciences or space weather. What is rarely addressed, however, is providing a broader space weather education to undergraduate students as a whole. To help address this gap, I have created an introductory space weather course for non-science majors, with the idea of expanding exposure to space weather beyond the typical physics and engineering students. The philosophy and methodologies used in this course will be presented, as well as the results of the first attempts to teach it. Using an approach more tailored to the non-scientist, courses such as this can be an effective means of broadening space weather education and outreach.

Space Sciences Education and Outreach Project of Moscow State University

NASA Astrophysics Data System (ADS)

Krasotkin, S.

2006-11-01

sergekras@mail.ru The space sciences education and outreach project was initiated at Moscow State University in order to incorporate modern space research into the curriculum popularize the basics of space physics, and enhance public interest in space exploration. On 20 January 2005 the first Russian University Satellite “Universitetskiy-Tatyana” was launched into circular polar orbit (inclination 83 deg., altitude 940-980 km). The onboard scientific complex “Tatyana“, as well as the mission control and information receiving centre, was designed and developed at Moscow State University. The scientific programme of the mission includes measurements of space radiation in different energy channels and Earth UV luminosity and lightning. The current education programme consists of basic multimedia lectures “Life of the Earth in the Solar Atmosphere” and computerized practice exercises “Space Practice” (based on the quasi-real-time data obtained from “Universitetskiy-Tatyana” satellite and other Internet resources). A multimedia lectures LIFE OF EARTH IN THE SOLAR ATMOSPHERE containing the basic information and demonstrations of heliophysics (including Sun structure and solar activity, heliosphere and geophysics, solar-terrestrial connections and solar influence on the Earth’s life) was created for upper high-school and junior university students. For the upper-university students there a dozen special computerized hands-on exercises were created based on the experimental quasi-real-time data obtained from our satellites. Students specializing in space physics from a few Russian universities are involved in scientific work. Educational materials focus on upper high school, middle university and special level for space physics students. Moscow State University is now extending its space science education programme by creating multimedia lectures on remote sensing, space factors and materials study, satellite design and development, etc. The space sciences educational activity of Moscow State University is a non-profit project and is open for all interested parties. “Space schools” for university teachers and students were held in the autumn of 2004 and 2005. The main objective of those schools was to attract interest in space research. Tutors and students who took part in these schools had never before been involved in the space sciences. The idea behind these schools was to join forces: Moscow State University scientists gave space science lectures, students from different universities (Ulianovsk, Samara, Kostroma and other Russian universities) performed the work (prepared educational material) and their university teachers managed the students. After participating in these schools, both students and teachers started to study space science related topics emphasizing the success of these schools. It is important for the educational community to understand what skills future space scientists and space industry employees must be equipped with. In the next years, emphasis is to be placed on space science education at all educational levels and better communication should be practiced between universities and industry.

USRA's NCSEFSE: a new National Center for Space, Earth, and Flight Sciences Education

NASA Astrophysics Data System (ADS)

Livengood, T. A.; Goldstein, J.; Vanhala, H.; Hamel, J.; Miller, E. A.; Pulkkinen, K.; Richards, S.

2005-08-01

A new National Center for Space, Earth, and Flight Sciences Education (NCSEFSE) has been created in the Washington, DC metropolitan area under the auspices of the Universities Space Research Association. The NCSEFSE provides education and public outreach services in the areas of NASA's research foci in programs of both national and local scope. Present NCSEFSE programs include: Journey through the Universe, which unites formal and informal education within communities and connects a nationally-distributed network of communities from Hilo, HI to Washington, DC with volunteer Visiting Researchers and thematic education modules; the Voyage Scale Model Solar System exhibition on the National Mall, a showcase for planetary science placed directly outside the National Air and Space Museum; educational module development and distribution for the MESSENGER mission to Mercury through a national cadre of MESSENGER Educator Fellows; Teachable Moments in the News, which capitalizes on current events in space, Earth, and flight sciences to teach the science that underlies students' natural interests; the Voyages Across the Universe Speakers' Bureau; and Family Science Night at the National Air and Space Museum, which reaches audiences of 2000--3000 each year, drawn from the Washington metropolitan area. Staff scientists of NCSEFSE maintain active research programs, presently in the areas of planetary atmospheric composition, structure, and dynamics, and in solar system formation. NCSEFSE scientists thus are able to act as authentic representatives of frontier scientific research, and ensure accuracy, relevance, and significance in educational products. NCSEFSE instructional designers and educators ensure pedagogic clarity and effectiveness, through a commitment to quantitative assessment.

Developing STEM Leaders Through Space Science Education and Public Outreach

NASA Astrophysics Data System (ADS)

Gibbs, M. G.; Veenstra, D.

2012-08-01

Capitol College, located in Laurel, Maryland, established the Center for Space Science Education and Public Outreach with the mission to assist in educating future leaders in the science, technology, engineering and math (STEM). This presentation shares emerging best practices through innovative methods to create awareness regarding STEM outreach programs and activities related workforce development and career pathways.

A Case of Fragmented High School Earth and Space Science Education in the Great Plains: Tracing Teacher Certification Policy to Students' Access

ERIC Educational Resources Information Center

Lewis, Elizabeth; Lu, Jia

2017-01-01

Although U.S. high school students' access to Earth and space science (ESS) varies widely from state to state, nationally, ESS content is the most neglected area of science education and scientific literacy. States have been considering whether they will formally adopt, or less formally adapt, the new national science education standards, the Next…

Tools You Can Use! E/PO Resources for Scientists and Faculty to Use and Contribute To: EarthSpace and the NASA SMD Scientist Speaker’s Bureau

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Shupla, C.; CoBabe-Ammann, E.; Dalton, H.; Shipp, S.

2013-10-01

The Planetary Science Education and Public Outreach (E/PO) Forum has helped to create two tools that are designed to help scientists and higher-education science faculty make stronger connections with their audiences: EarthSpace, an education clearinghouse for the undergraduate classroom; and NASA SMD Scientist Speaker’s Bureau, an online portal to help bring science - and scientists - to the public. Are you looking for Earth and space science higher education resources and materials? Come explore EarthSpace, a searchable database of undergraduate classroom materials for faculty teaching Earth and space sciences at both the introductory and upper division levels! In addition to classroom materials, EarthSpace provides news and information about educational research, best practices, and funding opportunities. All materials submitted to EarthSpace are peer reviewed, ensuring that the quality of the EarthSpace materials is high and also providing important feedback to authors. Your submission is a reviewed publication! Learn more, search for resources, join the listserv, sign up to review materials, and submit your own at http://www.lpi.usra.edu/earthspace. Join the new NASA SMD Scientist Speaker’s Bureau, an online portal to connect scientists interested in getting involved in E/PO projects (e.g., giving public talks, classroom visits, and virtual connections) with audiences! The Scientist Speaker’s Bureau helps educators and institutions connect with NASA scientists who are interested in giving presentations, based upon the topic, logistics, and audience. The information input into the database will be used to help match scientists (you!) with the requests being placed by educators. All Earth and space scientists funded by NASA - and/or engaged in active research using NASA’s science - are invited to become part of the Scientist Speaker’s Bureau. Submit your information into the short form at http://www.lpi.usra.edu/education/speaker.

The Classroom Space Project.

ERIC Educational Resources Information Center

Verbickas, Sarah

2002-01-01

Introduces the Classroom Space project aimed at revitalizing science education at Key Stages 3 and 4 by using exciting examples from Space Science and Astronomy to illustrate key science concepts. (Author/YDS)

Innovative Resources for Education and Public Information: Electronic Services, Data and Information from NASA's Hubble Space Telescope and Other NASA Missions.

ERIC Educational Resources Information Center

Christian, Carol A.

The Space Telescope Science Institute (STScI), which supports the operation of the Hubble Space Telescope, is actively investigating and supporting innovative and experimental methods for improving science and math education content. The educational resources on the World Wide Web are derived from the latest data, scientific results, and advances…

The National Space Biomedical Research Institute's education and public outreach program: Working toward a global 21st century space exploration society

NASA Astrophysics Data System (ADS)

MacLeish, Marlene Y.; Thomson, William A.; Moreno, Nancy P.

2011-05-01

Space Exploration educators worldwide are confronting challenges and embracing opportunities to prepare students for the global 21st century workforce. The National Space Biomedical Research Institute (NSBRI), established in 1997 through a NASA competition, is a 12-university consortium dedicated to space life science research and education. NSBRI's Education and Public Outreach Program (EPOP) is advancing the Institute's mission by responding to global educational challenges through activities that: provide teacher professional development; develop curricula that teach students to communicate with their peers across the globe; provide women and minority US populations with greater access to, and awareness of science careers; and promote international science education partnerships. A recent National Research Council (NRC) Space Studies Board Report, America's Future in Space: Aligning the Civil Program with National Needs, acknowledges that "a capable workforce for the 21st century is a key strategic objective for the US space program… (and that) US problems requiring best efforts to understand and resolve…are global in nature and must be addressed through mutual worldwide action". [1] This sentiment has gained new momentum through a recent National Aeronautics and Space Administration (NASA) report, which recommends that the life of the International Space Station be extended beyond the planned 2016 termination. [2] The two principles of globalization and ISS utility have elevated NSBRI EPOP efforts to design and disseminate science, technology, engineering and mathematics (STEM) educational materials that prepare students for full participation in a globalized, high technology society; promote and provide teacher professional development; create research opportunities for women and underserved populations; and build international educational partnerships. This paper describes select EPOP projects and makes the case for using innovative, emerging information technologies to transfer space exploration knowledge to students, engage educators from across the globe in discourse about science curricula, and foster multimedia collaborations that inform citizens about the benefits of space exploration for life on Earth. Special references are made to educational activities conducted at professional meetings in Austria, Canada, France, China, Greece, Italy, Russia, Scotland and Spain.

("un")Doing the Next Generation Science Standards: Climate Change Education Actor-Networks in Oklahoma

ERIC Educational Resources Information Center

Colston, Nicole M.; Ivey, Toni A.

2015-01-01

This exploratory research investigated how science education communities of practice in Oklahoma engage in translations of climate change education (CCE). Applications of actor-network theory to educational policymaking facilitate this analysis of the spaces of prescription and spaces of negotiation that characterize CCE in Oklahoma. Informed by…

Dedicated Space Science Education Centres Provide the Model for Effective Outreach

NASA Astrophysics Data System (ADS)

Brumfitt, A.

Planetaria and science centres are traditionally successful players in engaging all levels and ages of society. They have long played a supportive role to and within education. Their value in teacher circles has always been recognised as an effective resource. Given the decline in career choices in traditional Science Technology Engineering and Mathematics (STEM) and astronomy and planetary sciences, they are now more important than ever. Since their inception the role and function of Planetaria has been required to evolve to meet the changing demands of society. They are now faced with the challenge of meeting new requirements and the need for new and different resources, techniques, support and funding models to meet and effectively deliver to new target groups. To face these challenges these pivotal centres require new methodology in their development of programs to be effective in their support to education. New directions specifically tailored for teacher professional development and for student studies. The changing requirements have resulted in a new kind of science centre one dedicated and specially designed using space science and dedicated to formal education across stem activities. The space scientist forms an integral and key role in this type of centre by providing the science, the passion of discovery and the relevance of the science to the community. These programs need to be carefully aligned to flexible course requirements and objectives to ensure relevancy to the education and outreach sector. They need access to and the support and input from the scientist and research institutions. They need real and appropriate material and resources. Scientists need effective channels through which to inform and share their work. Here is the potential for enormously effective symbiosis. This paper describes how new multi million dollar state-of-the-art space science centres are working with cutting edge science, research institutes, universities, government education departments, all education stakeholders and deliverers in formal, informal and non-specialist education support. The dedicated space education centres provide realistic prototypes for the restructuring of existing planetaria and science centres to meet needs of education in 21st Century.

Engineering Education's Contribution to the Space Program.

ERIC Educational Resources Information Center

Stever, H. Guyford

1988-01-01

States that an expanding future in space requires new technology. Stresses that from engineering education, space requires people with a fundamental knowledge of modern science instruments, all engineering sciences, an appreciation and capability for detail and systems design, and an understanding of costs and competitiveness, machines, materials,…

Creating State-based Alliances to Support Earth and Space Science Education Reform

NASA Astrophysics Data System (ADS)

Geary, E. E.; Manduca, C. A.; Barstow, D.

2002-05-01

Seven years after the publication of the National Science Education Standards and adoption of new state science education standards, Earth and space science remains outside the mainstream K-12 curriculum. Currently, less than ten percent of high school students in the United States of America take an Earth or space science course before graduation. This state of affairs is simply unacceptable. "All of us who live on this planet have the right and the obligation to understand Earth's unique history, its dynamic processes, its abundant resources, and its intriguing mysteries. As citizens of Earth, with the power to modify our climate and ecosystems, we also have a personal and collective responsibility to understand Earth so that we can make wise decisions about its and our future". As one step toward addressing this situation, we support the establishment of state-based alliances to promote Earth and space science education reform. "In many ways, states are the most vital locus of change in our nation's schools. State departments of education define curriculum frameworks, establish testing policies, support professional development and, in some cases, approve textbooks and materials for adoption". State alliance partners should include a broad spectrum of K-16 educators, scientists, policy makers, parents, and community leaders from academic institutions, businesses, museums, technology centers, and not-for profit organizations. The focus of these alliances should be on systemic and sustainable reform of K-16 Earth and space science education. Each state-based alliance should focus on specific educational needs within their state, but work together to share ideas, resources, and models for success. As we build these alliances we need to take a truly collaborative approach working with the other sciences, geography, and mathematics so that collectively we can improve the caliber and scope of science and mathematics education for all students.

Suited for Spacewalking: A Teacher's Guide with Activities for Technology Education, Mathematics, and Science

NASA Technical Reports Server (NTRS)

Vogt, Gregory L.; George, Jane A. (Editor)

1998-01-01

A Teacher's Guide with Activities for Technology Education, Mathematics, and Science National Aeronautics and Space Administration Office of Human Resources and Education Education Division Washington, DC Education Working Group NASA Johnson Space Center Houston, Texas This publication is in the Public Domain and is not protected by copyright. Permission is not required for duplication.

Scientist-Educator Partnerships: the Cornerstone of Astrophysics E/PO

NASA Astrophysics Data System (ADS)

Meinke, Bonnie K.; Smith, Denise A.; Lawton, Brandon; Eisenhamer, Bonnie; Jirdeh, Hussein

2015-11-01

For nearly two decades, NASA has partnered scientists and educators by embedding Education and Public Outreach (E/PO) programs and funding in its science missions and research activities. This enables scientist and educators to work side-by-side in translating cutting-edge NASA science and technology for classrooms, museums, and public venues.The Office of Public Outreach at the Space Telescope Science Institute (STScI) is uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. As home to both Hubble Space Telescope and the future James Webb Space Telescope, STScI leverages the expertise of its scientists to create partnerships with its collocated Education Team to translate cutting-edge NASA science into new and effective learning tools. In addition, STScI is home of the NASA Science Mission Directorate (SMD) Astrophysics Science E/PO Forum, which facilitates connections both within the SMD E/PO community and beyond to scientists and educators across all NASA Astrophysics missions. These collaborations strengthen partnerships, build best practices, and enhance coherence for NASA SMD-funded E/PO missions and programs.We will present examples of astronomers’ engagement in our E/PO efforts, such as NASA Science4Girls.

CCMC: bringing space weather awareness to the next generation

NASA Astrophysics Data System (ADS)

Chulaki, A.; Muglach, K.; Zheng, Y.; Mays, M. L.; Kuznetsova, M. M.; Taktakishvili, A.; Collado-Vega, Y. M.; Rastaetter, L.; Mendoza, A. M. M.; Thompson, B. J.; Pulkkinen, A. A.; Pembroke, A. D.

2017-12-01

Making space weather an element of core education is critical for the future of the young field of space weather. Community Coordinated Modeling Center (CCMC) is an interagency partnership established to aid the transition of modern space science models into space weather forecasting while supporting space science research. Additionally, over the past ten years it has established itself as a global space science education resource supporting undergraduate and graduate education and research, and spreading space weather awareness worldwide. A unique combination of assets, capabilities and close ties to the scientific and educational communities enable our small group to serve as a hub for rising generations of young space scientists and engineers. CCMC offers a variety of educational tools and resources publicly available online and providing access to the largest collection of modern space science models developed by the international research community. CCMC has revolutionized the way these simulations are utilized in classrooms settings, student projects, and scientific labs. Every year, this online system serves hundreds of students, educators and researchers worldwide. Another major CCMC asset is an expert space weather prototyping team primarily serving NASA's interplanetary space weather needs. Capitalizing on its unique capabilities and experiences, the team also provides in-depth space weather training to hundreds of students and professionals. One training module offers undergraduates an opportunity to actively engage in real-time space weather monitoring, analysis, forecasting, tools development and research, eventually serving remotely as NASA space weather forecasters. In yet another project, CCMC is collaborating with Hayden Planetarium and Linkoping University on creating a visualization platform for planetariums (and classrooms) to provide simulations of dynamic processes in the large domain stretching from the solar corona to the Earth's upper atmosphere, for near real-time and historical space weather events.

Parental Engagement: Beyond Parental Involvement in Science Education

NASA Astrophysics Data System (ADS)

St. Louis, Kathleen

This study critically analyzes parents' complex stories of engagement in school and science education. The purpose is not to essentialize parental involvement, but rather to understand the processes of parental involvement and push forward the current discourse on the engagement of low-income minority and immigrant parents in schools and specifically science education. Employing critical grounded theory methods over a four-year span, this study had three areas of focus. First, voices of marginalized parents in the context of various spaces within the school system are examined. Using a qualitative approach, informal, formal, and research spaces were explored along with how minority parents express voice in these various spaces. Findings indicate parents drew on capital to express voice differently in different spaces, essentially authoring new spaces or the type of engagement in existing spaces. Second, the values and beliefs of traditionally marginalized people, the Discourse of mainstream society, and how they can inform a third, more transformative space for parental engagement in science are considered. The voices of low-income, marginalized parents around science and parental engagement (i.e., first space) are contrasted with the tenets of major national science policy documents (i.e., second space). Findings indicate a disparity between the pathways of engagement for low-income parents and policymakers who shape science education. Third, methodological questions of responsibility and assumption in qualitative research are explored. The author's complex struggle to make sense of her positionality, responsibilities, and assumptions as a researcher is chronicled. Findings focused on insider/outsider issues and implications for culturally sensitive research are discussed. Finally, the implications for policy, teaching, and research are discussed.

Building Effective Scientist-Educator Communities of Practice: NASA's Science Education and Public Outreach Forums

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Peticolas, L. M.; Shipp, S. S.; Smith, D. A.

2014-12-01

Since 1993, NASA has embedded education and public outreach (EPO) in its Earth and space science missions and research programs on the principle that science education is most effective when educators and scientists work hand-in-hand. Four Science EPO Forums organize the respective NASA Science Mission Directorate (SMD) Astrophysics, Earth Science, Heliophysics, and Planetary Science EPO programs into a coordinated, efficient, and effective nationwide effort. The result is significant, evaluated EPO impacts that support NASA's policy of providing a direct return-on-investment for the American public, advance STEM education and literacy, and enable students and educators to participate in the practices of science and engineering as embodied in the 2013 Next Generation Science Standards. This presentation by the leads of the four NASA SMD Science EPO Forums provides big-picture perspectives on NASA's effort to incorporate authentic science into the nation's STEM education and scientific literacy, highlighting tools that were developed to foster a collaborative community and examples of program effectiveness and impact. The Forums are led by: Astrophysics - Space Telescope Science Institute (STScI); Earth Science - Institute for Global Environmental Strategies (IGES); Heliophysics - University of California, Berkeley; and Planetary Science - Lunar and Planetary Institute (LPI).

Primary and Secondary School Science.

ERIC Educational Resources Information Center

Educational Documentation and Information, 1984

1984-01-01

This 344-item annotated bibliography presents overview of science teaching in following categories: science education; primary school science; integrated science teaching; teaching of biology, chemistry, physics, earth/space science; laboratory work; computer technology; out-of-school science; science and society; science education at…

NASA Astrophysics Education and Public Outreach: The Impact of the Space Telescope Science Institute Office of Public Outreach

NASA Astrophysics Data System (ADS)

Smith, Denise Anne; Jirdeh, Hussein; Eisenhamer, Bonnie; Villard, Ray; Green, Joel David

2015-08-01

As the science operations center for the Hubble Space Telescope and the James Webb Space Telescope, the Space Telescope Science Institute (STScI) is uniquely positioned to captivate the imagination and inspire learners of all ages in humanity’s quest to understand fundamental questions about our universe and our place in it. This presentation will provide an overview of the impact of the STScI’s Office of Public Outreach’s efforts to engage students, educators, and the public in exploring the universe through audience-based news, education, and outreach programs.At the heart of our programs lies a tight coupling of scientific, education, and communications expertise. By partnering scientists and educators, we assure current, accurate science content and education products and programs that are classroom-ready and held to the highest pedagogical standards. Likewise, news and outreach programs accurately convey cutting-edge science and technology in a way that is attuned to audience needs. The combination of Hubble’s scientific capabilities, majestic imagery, and our deep commitment to create effective programs to share Hubble science with the education community and the public, has enabled the STScI Office of Public Outreach programs to engage 6 million students and ½ million educators per year, and 24 million online viewers per year. Hubble press releases generate approximately 5,000 online news articles per year with an average circulation of 125 million potential readers per press release news story. We will also share how best practices and lessons learned from this long-lived program are already being applied to engage a new generation of explorers in the science and technology of the James Webb Space Telescope.

The Brain in Space: A Teacher's Guide with Activities for Neuroscience.

ERIC Educational Resources Information Center

MacLeish, Marlene Y.; McLean, Bernice R.

This educators guide discusses the brain and contains activities on neuroscience. Activities include: (1) "The Space Life Sciences"; (2) "Space Neuroscience: A Special Area within the Space Life Sciences"; (3) "Space Life Sciences Research"; (4) "Neurolab: A Special Space Mission to Study the Nervous System"; (5) "The Nervous System"; (6)…

Designing Learning Spaces for Interprofessional Education in the Anatomical Sciences

ERIC Educational Resources Information Center

Cleveland, Benjamin; Kvan, Thomas

2015-01-01

This article explores connections between interprofessional education (IPE) models and the design of learning spaces for undergraduate and graduate education in the anatomical sciences and other professional preparation. The authors argue that for IPE models to be successful and sustained they must be embodied in the environment in which…

Incorporating Space Science Content Into the Undergraduate Curriculum by the NASA Education Forums' Higher Education Working Group

NASA Astrophysics Data System (ADS)

Gross, N. A.; Buxner, S.; Cobabe-Ammann, E. A.; Fraknoi, A.; Moldwin, M.; Peticolas, L. M.; Low, R.; Schultz, G. R.

2013-12-01

As part of the NASA Education Forums, the Higher Education Working Group (HEWG) strives to support undergraduate science education through a variety of activities. These activities include: providing resource that incorporate space science topics into the existing undergraduate curriculum, understanding the role that community colleges play in STEM education and preparing STEM teachers, and identifying issues in diversity related to STEM education. To assess the best way of including space science into the undergraduate curriculum, the HEWG held a series of workshops and conducted surveys of undergraduate faculty who are conducting research in space science. During this engagement, the faculty expressed a need for a centralized repository of materials that can be used as part of already existing undergraduate courses in astronomy, physics, and earth science. Such a repository has since been developed, the 'EarthSpace Higher Education Clearing House (http://www.lpi.usra.edu/earthspace/) and it is still growing. Additional community tools, such as a newsletter, are provided through this website. To better understand the role and needs of community colleges, the HEWG undertook and extensive survey of community college STEM faculty. 187 faculty responded to the survey and the results show the extensive teaching load these faculty have, as well as the diverse demographics and the extent to which STEM teachers begin their preparation at 2 year institutions. Finally, the HEWG has begun to work on understanding the issues faced in increasing the diversity of the STEM work force. Progress and results of all this work will be summarized in this presentation.

Nevada Underserved Science Education Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nicole Rourke; Jason Marcks

2004-07-06

Nevada Underserved Science Education Program (NUSEP) is a project to examine the effect of implementing new and innovative Earth and space science education curriculum in Nevada schools. The project provided professional development opportunities and educational materials for teachers participating in the program.

Education and Public Outreach

NASA Technical Reports Server (NTRS)

Sakimoto, Philip (Editor)

2000-01-01

This Annual Report is a summary of nearly 400 Education and Public Outreach (E/PO) products and activities developed or carried out in FY2000 under NASA's Office of Space Science (OSS) E/PO program. It includes products and activities developed by OSS missions and research programs, innovative space science concepts developed under the Initiative to Develop Education through Astronomy and Space Science (IDEAS) Program, projects initiated under the Minority University Education and Research Partnership Initiative in Space Science, and a number of additional comprehensive or special purpose programs managed by OSS at NASA Headquarters. Taking into account the fact that many of the activities reported involve multiple events that took place in a variety of venues, the total number of E/PO events reported for FY2000 is over 1,500, with events having taken place in all 50 states, the District of Columbia, one US Territory (Guam), and four foreign nations (Australia, Canada, Mexico, and Peru).

Outreach Education Modules on Space Sciences in Taiwan

NASA Astrophysics Data System (ADS)

Lee, I.-Te; Tiger Liu, Jann-Yeng; Chen, Chao-Yen

2013-04-01

The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Meanwhile, scientific camps are given to lead students a better understanding and interesting on space science. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.

Wisconsin Earth and Space Science Education

NASA Technical Reports Server (NTRS)

Bilbrough, Larry (Technical Monitor); French, George

2003-01-01

The Wisconsin Earth and Space Science Education project successfilly met its objectives of creating a comprehensive online portfolio of science education curricular resources and providing a professional development program to increase educator competency with Earth and Space science content and teaching pedagogy. Overall, 97% of participants stated that their experience was either good or excellent. The favorable response of participant reactions to the professional development opportunities highlights the high quality of the professional development opportunity. The enthusiasm generated for using the curricular material in classroom settings was overwhelmingly positive at 92%. This enthusiasm carried over into actual classroom implementation of resources from the curricular portfolio, with 90% using the resources between 1-6 times during the school year. The project has had a positive impact on student learning in Wisconsin. Although direct measurement of student performance is not possible in a project of this kind, nearly 75% of participating teachers stated that they saw an increase in student performance in math and science as a result of using project resources. Additionally, nearly 75% of participants saw an increase in the enthusiasm of students towards math and science. Finally, some evidence exists that the professional development academies and curricular portfolio have been effective in changing educator behavior. More than half of all participants indicated that they have used more hands-on activities as a result of the Wisconsin Earth and Space Science Education project.

Sunspots Resource--From Ancient Cultures to Modern Research

NASA Astrophysics Data System (ADS)

Craig, N.

2000-10-01

Sunspots is a web-based lesson that was developed by the Science Education Gateway (SEGway) program with participants from the Exploratorium, a well known science Museum in San Francisco, UC Berkeley Space Sciences Laboratory, and teachers from several California schools. This space science resource allows 8-12 grade students to explore the nature of sunspots and the history of solar physics in its effort to understand their nature. Interviews with solar physicists and archeo-astronomers, historic images, cutting-edge NASA images, movies, and research results, as well as a student-centered sunspot research activity using NASA space science data defines this lesson. The sunspot resource is aligned with the NCTM and National Science Education Standards. It emphasizes inquiry-based methods and mathematical exercises through measurement, graphic data representation, analysis of NASA data, lastly, interpreting results and drawing conclusions. These resources have been successfully classroom tested in 4 middle schools in the San Francisco Unified School District as part of the 3-week Summer School Science curricula. Lessons learned from the Summer School 1999 will be explained. This resource includes teacher-friendly lesson plans, space science background material and student worksheets. There will be Sunspots lesson CD-ROM and printed version of the relevant classroom-ready materials and a teacher resource booklet available. Sunspot resource is brought to you by, The Science Education Gateway - SEGway - Project, and the HESSI satellite and NASA's Office of Space Science Sun-Earth Connection Education Forum.

NASA/Aerospace Education Services Program. Classroom Activities.

ERIC Educational Resources Information Center

Nations, Jim, Comp.

This document consists of a collection of classroom activities as they appeared in the "Aviation and Space Education News" from 1988 to 1991. The 45 activities in the document are organized in the following sections: (1) Aeronautics; (2) Earth Science; (3) Space Science; (4) Life in Space; (5) Rockets; and (6) Models. Each activity is…

The Revolution in Earth and Space Science Education.

ERIC Educational Resources Information Center

Barstow, Daniel; Geary, Ed; Yazijian, Harvey

2002-01-01

Explains the changing nature of earth and space science education such as using inquiry-based teaching, how technology allows students to use satellite images in inquiry-based investigations, the consideration of earth and space as a whole system rather than a sequence of topics, and increased student participation in learning opportunities. (YDS)

Space Weather Outreach: Connection to STEM Standards

NASA Astrophysics Data System (ADS)

Dusenbery, P. B.

2008-12-01

Many scientists are studying the Sun-Earth system and attempting to provide timely, accurate, and reliable space environment observations and forecasts. Research programs and missions serve as an ideal focal point for creating educational content, making this an ideal time to inform the public about the importance and value of space weather research. In order to take advantage of this opportunity, the Space Science Institute (SSI) is developing a comprehensive Space Weather Outreach program to reach students, educators, and other members of the public, and share with them the exciting discoveries from this important scientific discipline. The Space Weather Outreach program has the following five components: (1) the Space Weather Center Website that includes online educational games; (2) Small Exhibits for Libraries, Shopping Malls, and Science Centers; (3) After-School Programs; (4) Professional Development Workshops for Educators, and (5) an innovative Evaluation and Education Research project. Its overarching goal is to inspire, engage, and educate a broad spectrum of the public and make strategic and innovative connections between informal and K-12 education communities. An important factor in the success of this program will be its alignment with STEM standards especially those related to science and mathematics. This presentation will describe the Space Weather Outreach program and how standards are being used in the development of each of its components.

NASA Education Forum at SAO on the Structure and Evolution of the Universe

NASA Technical Reports Server (NTRS)

Rosendhal, Jeffrey (Technical Monitor); Gould, Roy R.

2003-01-01

NASA's Structure and Evolution of the Universe (SEU) science theme offers an unparalleled opportunity to capture the public's imagination and inspire the next generation of scientific explorers-the generation that will determine America's lead in science and technology in the 21st century. The missions and research programs of SEU science are transporting the public to some of the universe's most exotic destinations: the beginning of time, the edge of space at the entrance to a black hole, and the great cycles of matter and energy that have slowly brought life to the universe. NASA's Office of Space Science (OSS) has put in place an Education and Public Outreach (EPO) initiative designed to do just that. Spanning all of NASA's OSS science themes, the initiative is a far-reaching partnership with the education community. As a result, NASA space science now reaches every avenue of education-from the nation's schools, science museums and planetariums, to libraries, community groups and after-school programs. As a partner in this enterprise, the,SEU Forum has successfully brought SEU science to a large and diverse audience. But this is an ongoing process, and much still needs to be done. Working with our colleagues in the OSS Support Network, and with our partners in the space science and education communities, we look forward to ensuring that the public supports and participates in the great explorations of the SEU theme. Working with the SEU missions and members of the OSS Support Network, the Forum will harness the assets of the SEU science community to: Inform, inspire, and involve the public in the explorations of the SEU science theme. Use the unique resources of the SEU science theme to enhance K-14 science, technology, and mathematics education. Identify and develop high-leverage opportunities for the SEU science community to contribute to education and outreach.

Science Fiction and the Big Questions

NASA Astrophysics Data System (ADS)

O'Keefe, M.

Advocates of space science promote investment in science education and the development of new technologies necessary for space travel. Success in these areas requires an increase of interest and support among the general public. What role can entertainment media play in inspiring the public ­ especially young people ­ to support the development of space science? Such inspiration is badly needed. Science education and funding in the United States are in a state of crisis. This bleak situation exists during a boom in the popularity of science-oriented television shows and science fiction movies. This paper draws on interviews with professionals in science, technology, engineering and mathematics (STEM) fields, as well as students interested in those fields. The interviewees were asked about their lifelong media-viewing habits. Analysis of these interviews, along with examples from popular culture, suggests that science fiction can be a valuable tool for space advocates. Specifically, the aspects of character, story, and special effects can provide viewers with inspiration and a sense of wonder regarding space science and the prospect of long-term human space exploration.

Designing learning spaces for interprofessional education in the anatomical sciences.

PubMed

Cleveland, Benjamin; Kvan, Thomas

2015-01-01

This article explores connections between interprofessional education (IPE) models and the design of learning spaces for undergraduate and graduate education in the anatomical sciences and other professional preparation. The authors argue that for IPE models to be successful and sustained they must be embodied in the environment in which interprofessional learning occurs. To elaborate these arguments, two exemplar tertiary education facilities are discussed: the Charles Perkins Centre at the University of Sydney for science education and research, and Victoria University's Interprofessional Clinic in Wyndham for undergraduate IPE in health care. Backed by well-conceived curriculum and pedagogical models, the architectures of these facilities embody the educational visions, methods, and practices they were designed to support. Subsequently, the article discusses the spatial implications of curriculum and pedagogical change in the teaching of the anatomical sciences and explores how architecture might further the development of IPE models in the field. In conclusion, it is argued that learning spaces should be designed and developed (socially) with the expressed intention of supporting collaborative IPE models in health education settings, including those in the anatomical sciences. © 2015 American Association of Anatomists.

Controversial Conversations in Science: Incorporating the Science "Sex Box"

ERIC Educational Resources Information Center

Gill, Puneet

2016-01-01

Science classrooms--and science textbooks--are proving to be challenging spaces for education that contradicts abstinence-only-until-marriage (AOUM) sex education. However, science educators can teach against this knowledge in a way that is critical of oppressive language. In fact, having explicit dialogue about gender identities and sexual…

The TXESS Revolution: A Partnership to Advance Earth and Space Science in Texas

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Olson, H. C.; Willis, M.

2007-12-01

The Texas State Board of Education voted in 2006 to require a fourth year of science for graduation from high school and to authorize the creation of a new senior level Earth Systems and Space Science course as an option to fulfill that requirement. The new Earth Systems and Space Science course will be a capstone course for which three required science courses(biology, chemistry and physics)are prerequisites. Here, we summarize the collective efforts of business leaders, scientists and educators who worked collaboratively for almost a decade to successfully reinstate Earth science as part of Texas' standard high school curriculum and describe a new project, the Texas Earth and Space Science (TXESS) Revolution, a 5-year professional development program for 8th -12th grade minority and minority-serving science teachers and teacher mentors in Texas to help prepare them to teach the new capstone course. At the heart of TXESS Revolution is an extraordinary partnership, involving (1) two UT-Austin academic units, the Jackson School of Geosciences and the Department of Petroleum and Geosystems Engineering; (2) TERC, a not-for-profit educational enterprise in Massachusetts with 30 years experience in designing science curriculum; (3) the University of South Florida; and (4) the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching, a statewide network of teacher mentors and science teachers. With guidance from the Texas Education Agency, the state agency charged with overseeing education, the TXESS Revolution project will provide teachers with access to high quality materials and instruction aligned with the Texas educational standards for the new capstone course through: a program of eight different 3-day professional development academies offered to both teachers and teachers mentors; immersive summer institutes, field experiences, and a Petroleum Science and Technology Institute; training on how to implement Earth Science by Design, a teacher professional development program developed by TERC and the American Geological Institute with National Science Foundation (NSF) funding; and an online learning forum designed to keep teachers and teacher mentors in contact with facilitators and fellow project-participants between and after training, as well as share best practices and new information. The new capstone course promises to be a rigorous and dynamic change to the way Earth and Space Science has been presented previously anywhere in the U.S. and will provide many opportunities for professional development and the dissemination of suitable Earth and Space Science curriculum. The TXESS Revolution project welcomes opportunities to collaborate with geoscience consortia, programs, organizations and geoscience educators to advance Earth and Space Science in Texas. NSF's Opportunities to Enhance Diversity in the Geosciences program, the Shell Oil Company and the Jackson School of Geosciences are together funding the TXESS Revolution project.

Locating a space of criticality as new scholars in science education

NASA Astrophysics Data System (ADS)

Burke, Lydia E. Carol-Ann; Bazzul, Jesse

2017-09-01

As newcomers in the field of science education research we discuss our perspectives on critical scholarship in the academy. Using the metalogue approach we explore our perceptions of science education, our experiences of the barriers to critical science education research, our analyses of why these barriers exist, and imaginings about how these barriers could be removed. In this paper, metalogue provides us with a way to retain our individual voices, thoughts and ideas, yet challenge our pre-conceived notions about finding a critical space in science education. Through an interaction with each other's thoughts and past experiences we outline some aspects of the field of science education as we see it; for example, we discuss why the field may be seen as rigid as well as the contexts that surround possibilities for interdisciplinary, critical, social justice research. We conclude that a larger, multi-vocal discussion is necessary to locate the possibilities for critical, social justice oriented science education.

Locating a Space of Criticality as New Scholars in Science Education

ERIC Educational Resources Information Center

Burke, Lydia E. Carol-Ann; Bazzul, Jesse

2017-01-01

As newcomers in the field of science education research we discuss our perspectives on critical scholarship in the academy. Using the metalogue approach we explore our perceptions of science education, our experiences of the barriers to critical science education research, our analyses of why these barriers exist, and imaginings about how these…

"Teaching What I Learned": Exploring Students' Earth and Space Science Learning Experiences in Secondary School with a Particular Focus on Their Comprehension of the Concept of "Geologic Time"

ERIC Educational Resources Information Center

Yoon, Sae Yeol; Peate, David W.

2015-01-01

According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content…

Space biology class as part of science education programs for high schools in Japan.

PubMed

Kamada, Motoshi; Takaoki, Muneo

2004-11-01

Declining incentives and scholastic abilities in science class has been concerned in Japan. The Ministry of Education, Culture, Sports, Science and Technology encourages schools to cooperate with research institutions to raise student's interest in natural sciences. The Science Partnership Program (SPP) and the Super Science High-School (SSH) are among such efforts. Our short SPP course consists of an introductory lecture on space biology in general and a brief laboratory practice on plant gravitropism. Space biology class is popular to students, despite of the absence of flight experiments. We suppose that students are delighted when they find that their own knowledge is not a mere theory, but has very practical applications. Space biology is suitable in science class, since it synthesizes mathematics, physics, chemistry and many other subjects that students might think uninteresting.

Sputnik and United States K-12 science education

NASA Astrophysics Data System (ADS)

Hare, Donna Leigh

The intention of this study was to examine the relationships of the United States space program, education (especially science education), politics, and the National Science Foundation (NSF) to each other and the effects set in motion by the Russian's launch of Sputnik I upon those entities and their relationships. It provides a preliminary assessment of developments in United States rocket science as well as science education to the early 1950s. The scope of this investigation was confined to the historical development of four distinct yet related entities; (1) U.S. science education, (2) space exploration, (3) government and politics, and (4) the National Science Foundation. Its focus was on the years 1957 to 1966. The launch of Sputnik I in 1957, the passage of the National Defense Education Act (NDEA) in 1958, the Secondary Education Act in 1965 and the end of the Gemini program in 1966 represent the defining benchmarks for this study. 169 The most significant and durable outcomes of the Sputnik crisis in relation to science education were: (1) a formalized linkage between science education and national defense; (2) federal funding to education; (3) the passage of the NDEA with its entitlements; (4) the alignment of the NSF with precollege science education issues; (5) NSF Summer Institutes for Science Teachers and NSF Science Course Improvement Projects; and (6) the establishment of response to perceived threat to national defense as a legislative and funding support mechanism for science education.

Thematic Design: My Story is Better When Your Story is Better

NASA Technical Reports Server (NTRS)

Tobola, Kay; Allen, Jaclyn

2011-01-01

What does a well-designed thematic workshop look like? Walking into a presentation at a convention center or at a NASA center, one might see formal and informal educators receiving space science content from knowledgeable science experts, actively participating in topic-related activities, questioning, collaborating, and investigating, connecting topics and content to their education needs, and having fun. But what is really going on, and what did it take to get to this point-the point of delivery. This is an opportunity to share experience and knowledge pertaining to designing and conducting space science thematic workshops and trainings. It is an attempt to describe the thematic approach to space science education that has been demonstrated in Solar System Exploration Education Forum workshops over many years and to articulate the best practices pertain-ing to designing and presenting those workshops.

Challenger Center's Window on the Universe

NASA Astrophysics Data System (ADS)

Livengood, T. A.; Goldstein, J. J.; Smith, S.; Bobrowsky, M.; Radnofsky, M.; Perelmuter, J.-M.; Jaggar, L.

2001-11-01

Challenger Center for Space Science Education's Window on the Universe program aims to create a network of under-served communities across the nation dedicated to sustained science, math, and technology education. Window communities presently include Broken Arrow, OK; Muncie, IN; Moscow, ID; Nogales, AZ; Tuskegee, AL; Marquette, MI; Altamont, KS; Washington, D.C.; and other emerging sites. Window uses themes of human space flight and the space sciences as interdisciplinary means to inspire entire communities. Practicing scientists and engineers engaged in these disciplines are invited to volunteer to become a part of these communities for a week, each visitor reaching roughly 2000 K-12 students through individual classroom visits and Family Science Night events during an intense Window on the Universe Week. In the same Window Week, Challenger Center scientists and educators present a workshop for local educators to provide training in the use of a K-12 educational module built around a particular space science and exploration theme. Window communities follow a 3-year development: Year 1, join the network, experience Window Week presented by Challenger Center and visiting researchers; Year 2, same as Year 1 plus workshop on partnering with local organizations to develop sources of visiting researchers and to enhance connections with local resources; Year 3 and subsequent, the community stages its own Window Week, with Challenger Center providing new education modules and training workshops for "master educators" from the Window community, after which the master educators return home to conduct training workshops of their own. Challenger Center remains a resource and clearinghouse for Window communities to acquire experience, technical information, and opportunities for distance collaboration with other Window communities. Window on the Universe is dedicated to assessing degree of success vs. failure in each program component and as a whole, using pre- and post-assessment questionnaires to develop a sound basis for continual improvement. Window on the Universe is funded by NASA's Office of Space Flight and the Office of Space Science.

STEM Education as a Gateway to Future Astronomy: the Case of Ethiopian Universities

NASA Astrophysics Data System (ADS)

Adhana Teklr, Kelali

2015-08-01

Over last two decades education sector in Ethiopia has got due attention. To meet the education deficit of the nation number of universities has been increased from two to thirty eight and twelve more are coming soon. The proliferation has brought a spillover effect that universities have to compete for center excellence in research and education. Convincingly, government’s support is geared towards knowledge-based and innovation-driven system of education to back up the green economic development plan.In an effort to build inclusive economic development emphasis is given to innovative competency building through science and technology fields. The universities in the nation have establish laboratories to educate school boys and girls at early stage of their schooling in STEM (Science, Technology, Engineering and Mathematics) subjects as means to paving future destiny. Though most of the astronomy and space science labs are virtual ones; more and more student have been inspired and want astronomy and space science as their future career fields. Assessment study carried out in universities running STEM education showed that there is a mismatch between the capacity of the labs and number of students wanted to study astronomy and space sciences. The universities have endorsed that STEM education is the gateway to future astronomy and strongly advised concerned bodies and partnering institutions to collaboratively work to intensify the teaching-learning of STEM subjects.The assessment study compiled astronomic and space science exercises carried out by instructors and students and the document is ready to be disseminated to universities and middle and secondary schools to promote the science nationwide. The results have motivated university instructors, science and technology professionals, researchers and policy makers to be more involved in shaping future destiny of the young generation and have their shown determination to support the STEM education so that it will serve as a gateway for future astronomy education and research in the nation.

Strategic implementation plan

NASA Technical Reports Server (NTRS)

1989-01-01

The Life Science Division of the NASA Office of Space Science and Applications (OSSA) describes its plans for assuring the health, safety, and productivity of astronauts in space, and its plans for acquiring further fundamental scientific knowledge concerning space life sciences. This strategic implementation plan details OSSA's goals, objectives, and planned initiatives. The following areas of interest are identified: operational medicine; biomedical research; space biology; exobiology; biospheric research; controlled ecological life support; flight programs and advance technology development; the life sciences educational program; and earth benefits from space life sciences.

Using NASA Data in the Classroom: Promoting STEM Learning in Formal Education using Real Space Science Data

NASA Astrophysics Data System (ADS)

Lawton, B.; Hemenway, M. K.; Mendez, B.; Odenwald, S.

2013-04-01

Among NASA's major education goals is the training of students in the Science, Technology, Engineering, and Math (STEM) disciplines. The use of real data, from some of the most sophisticated observatories in the world, provides formal educators the opportunity to teach their students real-world applications of the STEM subjects. Combining real space science data with lessons aimed at meeting state and national education standards provides a memorable educational experience that students can build upon throughout their academic careers. Many of our colleagues have adopted the use of real data in their education and public outreach (EPO) programs. There are challenges in creating resources using real data for classroom use that include, but are not limited to, accessibility to computers/Internet and proper instruction. Understanding and sharing these difficulties and best practices with the larger EPO community is critical to the development of future resources. In this session, we highlight three examples of how NASA data is being utilized in the classroom: the Galaxies and Cosmos Explorer Tool (GCET) that utilizes real Hubble Space Telescope data; the computer image-analysis resources utilized by the NASA WISE infrared mission; and the space science derived math applications from SpaceMath@NASA featuring the Chandra and Kepler space telescopes. Challenges and successes are highlighted for these projects. We also facilitate small-group discussions that focus on additional benefits and challenges of using real data in the formal education environment. The report-outs from those discussions are given here.

Engaging Scientists in NASA Education and Public Outreach: Tools for Scientist Engagement

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Meinke, B. K.; Hsu, B.; Shupla, C.; Grier, J. A.; E/PO Community, SMD

2014-01-01

The NASA Science Education and Public Outreach Forums support the NASA Science Mission Directorate (SMD) and its education and public outreach (E/PO) community through a coordinated effort to enhance the coherence and efficiency of SMD-funded E/PO programs. The Forums foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present tools and resources to support astronomers’ engagement in E/PO efforts. Among the tools designed specifically for scientists are a series of one-page E/PO-engagement Tips and Tricks guides, a sampler of electromagnetic-spectrum-related activities, and NASA SMD Scientist Speaker’s Bureau (http://www.lpi.usra.edu/education/speaker). Scientists can also locate resources for interacting with diverse audiences through a number of online clearinghouses, including: NASA Wavelength, a digital collection of peer-reviewed Earth and space science resources for educators of all levels (http://nasawavelength.org), and EarthSpace (http://www.lpi.usra.edu/earthspace), a community website where faculty can find and share teaching resources for the undergraduate Earth and space sciences classroom. Learn more about the opportunities to become involved in E/PO and to share your science with students, educators, and the general public at http://smdepo.org.

An innovative approach to space education

NASA Technical Reports Server (NTRS)

Marton, Christine; Berinstain, Alain B.; Criswick, John

1994-01-01

At present, Canada does not have enough scientists to be competitive in the global economy, which is rapidly changing from a reliance on natural resources and industry to information and technology. Space is the final frontier and it is a multidisciplinary endeavor. It requires a knowledge of science and math, as well as non-science areas such as architecture and law. Thus, it can attract a large number of students with a diverse range of interests and career goals. An overview is presented of the space education program designed by Canadian Alumni of the International Space University (CAISU) to encourage students to pursue studies and careers in science and technology and to improve science literacy in Canada.

Education and Outreach on Space Sciences and Technologies in Taiwan

NASA Astrophysics Data System (ADS)

Tiger Liu, Jann-Yeng; Chen, hao-Yen; Lee, I.-Te

2014-05-01

The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Regarding the space technologies, we focus on remote sensing of Earth's surface by FORMOSAT-2 and occultation sounding by FORMOSAT-3/COSMIC of Taiwan space mission. Moreover, scientific camps are given to lead students a better understanding and interesting on space sciences/ technologies. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.

NASA Space Science Resource Catalog

NASA Astrophysics Data System (ADS)

Teays, T.

2000-05-01

The NASA Office of Space Science Resource Catalog provides a convenient online interface for finding space science products for use in classrooms, science museums, planetariums, and many other venues. Goals in developing this catalog are: (1) create a cataloging system for all NASA OSS education products, (2) develop a system for characterizing education products which is meaningful to a large clientele, (3) develop a mechanism for evaluating products, (4) provide a user-friendly interface to search and access the data, and (5) provide standardized metadata and interfaces to other cataloging and library systems. The first version of the catalog is being tested at the spring 2000 conventions of the National Science Teachers Association (NSTA) and the National Council of Teachers of Mathematics (NCTM) and will be released in summer 2000. The catalog may be viewed at the Origins Education Forum booth.

Traveling Exhibitions: translating current science into effective science exhibitions

NASA Astrophysics Data System (ADS)

Dusenbery, P.; Morrow, C.; Harold, J.

The Space Science Institute (SSI) of Boulder, Colorado has recently developed two museum exhibits called the Space Weather Center and MarsQuest. It is currently planning to develop two other exhibitions called Cosmic Origins and InterActive Earth. Museum exhibitions provide research scientists the opportunity to engage in a number of activities that are vital to the success of earth and space outreach programs. The Space Weather Center was developed in partnership with various research missions at NASA's Goddard Space Flight Center. The focus of the presentation will be on the Institute's MarsQuest exhibition. This project is a 5000 square-foot, 2.5M, traveling exhibition that is now touring the country. The exhibit's 3-year tour is enabling millions of Americans to share in the excitement of the scientific exploration of Mars and learn more about their own planet in the process. The associated planetarium show and education program will also be described, with particular emphasis on workshops to orient host museum staff (e.g. museum educators and docents). The workshops make innovative connections between the exhibitions interactive experiences and lesson plans aligned with the National Science Education Standards. SSI is also developing an interactive web site called MarsQuest On-line. The linkage between the web site, education program and exhibit will be discussed. MarsQuest and SSI's other exhibitions are good models for actively involving scientists and their discoveries to help improve informal science education in the museum community and for forging a stronger connection between formal and informal education.

NASA/MSFC/NSSTC Science Communication Roundtable

NASA Technical Reports Server (NTRS)

Adams, Mitzi L.; Gallagher, D. L.; Koczor, R. J.; Whitaker, Ann F. (Technical Monitor)

2001-01-01

For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The Directorate's Science Roundtable includes active researchers, NASA public relations, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. Science stories cover a variety of space-related subjects and are expressed in simple terms everyone can understand. The sites address such questions as: what is space weather, what's in the heart of a hurricane, can humans live on Mars, and what is it like to live aboard the International Space Station? Along with a new look, the new format now offers articles organized by subject matter, such as astronomy, living in space, earth science or biology. The focus of sharing real-time science related events has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. Information will be provided about each member of the Science@NASA web sites.

Global partnerships: Expanding the frontiers of space exploration education

NASA Astrophysics Data System (ADS)

MacLeish, Marlene Y.; Akinyede, Joseph O.; Goswami, Nandu; Thomson, William A.

2012-11-01

Globalization is creating an interdependent space-faring world and new opportunities for international partnerships that strengthen space knowledge development and transfer. These opportunities have been codified in the Global Exploration Strategy, which endorses the "inspirational and educational value of space exploration" [1]. Also, during the 2010 Heads of Space Agencies Summit celebrating the International Academy of Astronautics' (IAA) 50th Anniversary, space-faring nations from across the globe issued a collective call in support of robust international partnerships to expand the frontiers of space exploration and generate knowledge for improving life on Earth [2]. Educators play a unique role in this mission, developing strategic partnerships and sharing best educational practices to (1) further global understanding of the benefits of space exploration for life on Earth and (2) prepare the next generation of scientists required for the 21st Century space workforce. Educational Outreach (EO) programs use evidence-based, measurable outcomes strategies and cutting edge information technologies to transfer space-based science, technology, engineering and mathematics (STEM) knowledge to new audiences; create indigenous materials with cultural resonance for emerging space societies; support teacher professional development; and contribute to workforce development initiatives that inspire and prepare new cohorts of students for space exploration careers. The National Space Biomedical Research Institute (NSBRI), the National Aeronautics and Space Administration (NASA) and Morehouse School of Medicine (MSM) have sustained a 13-year space science education partnership dedicated to these objectives. This paper briefly describes the design and achievements of NSBRI's educational programs, with special emphasis on those initiatives' involvement with IAA and the International Astronautical Congress (IAC). The IAA Commission 2 Draft Report, Space for Africa, is discussed as a model for developing sustainable partnerships and indigenous programs that support Africa's steady emergence as a global space-faring force. The IAC will provide timely: 2011 South Africa will provide timely feedback to refine that report's strategies for space life sciences education and public engagement in Africa and around the globe.

Mars Exploration: Is There Water on Mars? An Educator's Guide with Activities for Physical and Earth and Space Science.

ERIC Educational Resources Information Center

TERC, Cambridge, MA.

This educator's guide discusses whether there is water on the planet Mars. The activities, written for grades 9-12, concern physical, earth, and space sciences. By experimenting with water as it changes state and investigating some effects of air pressure, students not only learn core ideas in physical science but can also deduce the water…

NASA Kennedy Space Center Educator Workshops: Exploring Their Impact on Teacher Attitudes and Concerns

NASA Technical Reports Server (NTRS)

Dreschel, Thomas W.

1996-01-01

The National Aeronautics and Space Administration holds summer teacher workshops to motivate teachers to use space science in their lessons. In evaluating these workshops, the areas of interest were participant beliefs about science and science teaching and concerns about educational change and innovation. The teachers attending workshops in 1995, past participants, teachers that received materials but had not attended a workshop, and science researchers were surveyed using the Beliefs about Science and Science Education Survey and/or the Stages of Concern Questionnaire. Comparisons were made by workshop length, time since workshop, and highest grade taught. Reductions in concerns were most evident in the four week workshop. Changes in beliefs were also observed relative to teaching approach and ability. Differences in beliefs were observed between teachers and science researchers. Differences were also observed relative to time since attendance and by grade level taught. It is recommended that the workshops be at least four weeks in length and in length and target specific grade levels, that refresher workshops be offered.

The organizations for space education and outreach programs in the Republic of Korea

NASA Astrophysics Data System (ADS)

Lee, Jeongwon; Jo, Hyun-Jung; Choi, Jae Dong

2011-09-01

Korea has a short history in space development compared to neighboring countries like Japan, China, India and Russia. During the past 20 years, Korea has focused on developing satellite and rocket space technology under the national space development plan. KOMPSAT-1 and 2, and KSLV-1 are the results of the selection and concentration policy of the Korean government. Due to the arduous mission of developing hardware oriented space technology, the topic of space education and outreach for the general public has not received much in the national space program. But recently, the Korean government has begun planning a space science outreach program in the detailed action plan of the mid-long term national space development plan. This paper introduces and analyzes the organizations performing space education and outreach programs for primary and secondary schools in the Republic of Korea. "Young Astronaut Korea (YAK)" is one such program. This is a non-profit organization established to provide space education for students in 1989 when Korea just started its space development program. "YAK" is a unique group in Korea for space education and outreach activities because it is organized by branches at each school in the nation and it is much like the Boy Scout and Girl Scout programs. Space Science Museum and National Youth Space Center (NYSC), which are located near NARO space center in the southernmost part of the Korean peninsula are other examples of space education and outreach programs. NARO space center, which is the only launch site in Korea became the center of public interest by showing the KSLV-1 launch in 2009 and will be expected to play a key role for the space education of students in the Republic of Korea. The NYSC will perform many mission oriented space education programs for students as Space Camp in the USA does. This paper introduces the status of the space education and outreach programs of each organization and presents the future direction of space education and outreach for the Korean public and students. If these three organizations cooperate with each other and develop systematic programs of space education and outreach for the people, they will prepare a base for growth and progress in future space science and technology in Korea.

Space Culture: Innovative Cultural Approaches To Public Engagement With Astronomy, Space Science And Astronautics

NASA Astrophysics Data System (ADS)

Malina, Roger F.

2012-01-01

In recent years a number of cultural organizations have established ongoing programs of public engagement with astronomy, space science and astronautics. Many involve elements of citizen science initiatives, artists’ residencies in scientific laboratories and agencies, art and science festivals, and social network projects as well as more traditional exhibition venues. Recognizing these programs several agencies and organizations have established mechanisms for facilitating public engagement with astronomy and space science through cultural activities. The International Astronautics Federation has established an Technical Activities Committee for the Cultural Utilization of Space. Over the past year the NSF and NEA have organized disciplinary workshops to develop recommendations relating to art-science interaction and community building efforts. Rationales for encouraging public engagement via cultural projects range from theory of creativity, innovation and invention to cultural appropriation in the context of `socially robust science’ as advocated by Helga Nowotny of the European Research Council. Public engagement with science, as opposed to science education and outreach initiatives, require different approaches. Just as organizations have employed education professionals to lead education activities, so they must employ cultural professionals if they wish to develop public engagement projects via arts and culture. One outcome of the NSF and NEA workshops has been development of a rationale for converting STEM to STEAM by including the arts in STEM methodologies, particularly for K-12 where students can access science via arts and cultural contexts. Often these require new kinds of informal education approaches that exploit locative media, gaming platforms, artists projects and citizen science. Incorporating astronomy and space science content in art and cultural projects requires new skills in `cultural translation’ and `trans-mediation’ and new kinds of metrics for impact. Astronomy because of its strong networks of amateur scientists is in a good position to develop innovative public engagement via the arts and culture.

Space Science Network Northwest

NASA Astrophysics Data System (ADS)

Lutz, J.

2002-12-01

Space Science Network Northwest (S2N2) is a new NASA Office of Space Science Education Broker/Facilitator that serves the states of Alaska, Hawaii, Idaho, Montana, Oregon, Washington and Wyoming. The headquarters of S2N2 is at the University of Washington in Seattle and the Director is Julie Lutz (206-543-0214; nasaerc@u.washington.edu). Each state has an S2N2 representative. Their contact information can be found on the Web site (www.s2n2.org) or by contacting Julie Lutz. The purpose of S2N2 is to form and nurture partnerships between space scientists and others (K-12 teachers, schools and districts, museums, planetariums, libraries, organizations such as Girl Scouts, amateur astronomy clubs, etc.). S2N2 can help space scientists come up with appropriate activities and partners for education and public outreach proposals and projects. S2N2 also provides information and advice about education materials and programs that are available from all of the Office of Space Science missions and scientific forums (Solar System Exploration, Structure and Evolution of the Universe, Sun-Earth Connection, Astronomical Search for Origins).

Understanding space science under the northern lights

NASA Astrophysics Data System (ADS)

Koskinen, H.

What is space science? The answers to this question can be very variable indeed. In fact, space research is a field where science, technology, and applications are so closely tied together that it is often difficult to recognize the central role of science. However, as paradoxical as it may sound, it appears that the less-educated public often appreciates the value of space science better than highly educated policy makers and bureaucrats who tend to evaluate the importance of space activities in terms of economic and societal benefits only. In a country like Finland located below the zone, where auroras are visible during the long dark winter nights, the space is perhaps closer to the public than in countries where the visible objects are the Moon, planets and stars somewhere far away. This positive fact has been very useful, for example, in popularization of such an abstract concept as space weather. In Finland it is possible to see space weather and this rises the curiosity about the processes behind this magnificent phenomenon. Of course, also in Finland the beautiful SOHO images of the Sun and the Hubble Space Telescope pictures of the remote universe attract the attention of the large public. We also have an excellent vehicle in increasing the public understanding in the society of Finnish amateur astronomers Ursa. It is an organization for anyone interested in practically everything from visual phenomena in the air to the remote galaxies and the Big Bang. Ursa publishes a high-quality monthly magazine in Finnish and runs local amateur clubs. Last year its 80th birthday exhibition was one of the best-visited public events in Helsinki. It clearly gave a strong evidence of wide public interest in space in general and in space science in particular. Only curious people can grasp the beauty and importance of the underlying science. Thus, we should focus our public space science education and outreach primarily on waking up the curiosity of the public instead of providing ready answers from above.

Innovative Space Sciences Education Programs for Young People

NASA Astrophysics Data System (ADS)

Inbar, T.

2002-01-01

The future of the world is greatly depends on space. Through space sciences education programs with the main focus is on young people, the society, as a whole will gain in the years to come. The Weizmann Institute of Science is the leading scientific research center in Israel. After the need for science education programs for young students was recognized, the institute established its Youth Activities Section, which serves as the institute's outreach for the general population of school children nation-wide. The youth activities section holds courses, seminars, science camps etc. for almost 40 years. As an instructor in the youth activities section since 1990, my focus is space sciences programs, such as rocketry courses, planetarium demonstrations, astronomical observations and special events - all in the creed of bringing the space science to everyone, in a enjoyable, innovative and creative way. Two of the courses conducted combines' scientific knowledge, hands-on experience and a glimpse into the work of space programs: the rocketry courses offered a unique chance of design, build and fly actual rockets, to height of about 800 meters. The students conduct research on the rockets, such as aerial photography, environmental measurements and aerodynamic research - using student built wind tunnel. The space engineering course extend the high frontier of the students into space: the objective of a two year course is to design, build an launch an experiments package to space, using one of NASA's GAS programs. These courses, combined with special guest lectures by Weizmann institute's senior researchers, tours to facilities like satellite control center, clean rooms, the aeronautical industry, give the students a chance to meet with "the real world" of space sciences applications and industry, and this - in turn - will have payback effect on the society as a whole in years to come. The activities of space sciences education include two portable planetariums, 4 telescopes and special "mobile science" project, which travel to hundreds of school annually, and bring to them mini exhibitions, scientific activities and lectures. Special events are held when something unique happened: in the last years we have had the Galileo special event when the spacecraft arrived at Jupiter; SL-9 event; Mars Pathfinder special event; Mir re- entry event - to name a few. For 11 years, on July 20 we have the Apollo memorial lecture, and a meteors observation night on August 11. The 12 years of experience I have in teaching space sciences subjects to k-12 students, university students and adults, combines with three years as a director of interactive science museum, allowed me to implement my vision of promoting the general knowledge about space and to move a little more in the direction of creating a space oriented, open and globally interacted society in Israel.

Globalizing Space and Earth Science - the International Heliophysical Year Education and Outreach Program

NASA Astrophysics Data System (ADS)

Rabello-Soares, M. C.; Morrow, C.; Thompson, B. J.

2006-08-01

The International Heliophysical Year (IHY) in 2007 & 2008 will celebrate the 50th anniversary of the International Geophysical Year (IGY) and, following its tradition of international research collaboration, will focus on the cross-disciplinary studies of universal processes in the heliosphere. The main goal of IHY Education and Outreach Program is to create more global access to exemplary resources in space and earth science education and public outreach. By taking advantage of the IHY organization with representatives in every nation and in the partnership with the United Nations Basic Space Science Initiative (UNBSSI), we aim to promote new international partnerships. Our goal is to assist in increasing the visibility and accessibility of exemplary programs and in the identification of formal or informal educational products that would be beneficial to improve the space and earth science knowledge in a given country; leaving a legacy of enhanced global access to resources and of world-wide connectivity between those engaged in education and public outreach efforts that are related to IHY science. Here we describe how to participate in the IHY Education and Outreach Program and the benefits in doing so. Emphasis will be given to the role played by developing countries; not only in selecting useful resources and helping in their translation and adaptation, but also in providing different approaches and techniques in teaching.

Cooperative Program In Space Science

NASA Technical Reports Server (NTRS)

Black, David

2003-01-01

The mission of this activity, know as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, USRA recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members.

Blazing the Trail for Astronomy Education Research

ERIC Educational Resources Information Center

Bailey, Janelle M.; Lombardi, Doug

2015-01-01

Education research has long considered student learning of topics in astronomy and the space sciences, but astronomy education research as a sub-field of discipline-based education research is relatively new. Driven by a growing interest among higher education astronomy educators in improving the general education, introductory science survey…

Explorations in Education and Public Outreach in Space Sciences - a Wisconsin Experience

NASA Astrophysics Data System (ADS)

Limaye, S. S.; Pertzborn, R. A.

1999-09-01

To better serve the Education and Public Outreach needs of federally funded space science research programs at the University of Wisconsin, an Office of Space Science Education has recently been established on the University of Wisconsin-Madison campus. This office also acts as the campus focus for the Wisconsin Space Grant Consortium, and has undertaken a broad spectrum of interdisciplinary space science programs in the past several years. These activities range from a public exhibition focusing on current space exploration in conjunction with the DPS '98 meeting in Madison, WI that attracted over 5,000 students and teachers from across the state, to organizing state-of-the-art HDTV presentations on earth remote sensing topics at a Milwaukee science museum. Programs for students have included development and support of a six week solar system exploration program in the Milwaukee Public Schools for at-risk students, a two week college access program for minority middle school students, the NASA/QEM/SHARP Plus program for minority high school students, and a web based journal for middle school science projects (SPARK). Teacher professional development efforts include summer workshops for academic credit, year-round classroom support for pilot school programs, and support for development of standards-based curriculum in both space science and earth remote sensing topics. Public outreach activities have included evening family activities and public lectures at the Space Place, an off-campus outreach center, and an ask-a-scientist web based program. These efforts continue to affirm the need for effective outreach programs for diverse and multigenerational communities. In spite of the growing recognition at both the state and federal level for an improved level of literacy in the space-related sciences, sustainable support, program opportunities and logistical implementation continue to pose significant challenges. We gratefully acknowledge the support we have received from NASA, NOAA, the Division for Planetary Sciences of the AAS (space exploration exhibition), the University of Wisconsin System and the Eisenhower Professional Development Program.

Van Allen Probes Mission Space Academy: Educating middle school students about Earth's mysterious radiation belts

NASA Astrophysics Data System (ADS)

Butler, L.; Turney, D.; Matiella Novak, A.; Smith, D.; Simon, M.

2013-12-01

How's the weather in space? Why on Earth did NASA send two satellites above Earth to study radiation belts and space weather? To learn the answer to questions about NASA's Van Allen Probes mission, 450 students and their teachers from Maryland middle schools attended Space Academy events highlighting the Van Allen Probes mission. Sponsored by the Applied Physics Laboratory (APL) and Discovery Education, the events are held at the APL campus in Laurel, MD. Space Academies take students and teachers on behind-the-scenes exploration of how spacecraft are built, what they are designed to study, and introduces them to the many professionals that work together to create some of NASA's most exciting projects. Moderated by a public relations representative in the format of an official NASA press conference, the daylong event includes a student press conference with students as reporters and mission experts as panelists. Lunch with mission team members gives students a chance to ask more questions. After lunch, students don souvenir clean room suits, enjoy interactive science demonstrations, and tour APL facilities where the Van Allen Probes were built and tested before launch. Students may even have an opportunity to peek inside a clean room to view spacecraft being assembled. Prior to the event, teachers are provided with classroom activities, lesson plans, and videos developed by APL and Discovery Education to help prepare students for the featured mission. The activities are aligned to National Science Education Standards and appropriate for use in the classroom. Following their visit, student journalists are encouraged to write a short article about their field trip; selections are posted on the Space Academy web site. Designed to engage, inspire, and influence attitudes about space science and STEM careers, Space Academies provide an opportunity to attract underserved populations and emphasize that space science is for everyone. Exposing students to a diverse group of scientists and engineers may alleviate some common stereotypes about these careers. When students engage with the scientists and engineers at APL, they see first-hand that successful science and engineering requires a diverse team with multi-disciplinary backgrounds. Activities throughout the day develop student understanding about science and technology, and address the fundamental concepts that fall under the National Science Education Content Standards. Students are immersed in a hands-on experience designed to facilitate understanding of the History and Nature of Science. Throughout the day students interact with people of diverse backgrounds and interests while hearing about the specific ways various individuals and teams of people contribute to the science and technology of the mission, addressing the concepts which fall under the headings of Science as a Human Endeavor, Nature of Science, and History of Science. Getting students outside the classroom to visit APL is an exclusive opportunity; evaluations have indicated that students became interested in learning more about space science and STEM careers after attending a Space Academy event.

The earth in technological balance

NASA Astrophysics Data System (ADS)

Stout, Dorothy L.

1998-08-01

The K-12 National Science Education Standards have been developed and published by the National Research Council (1995)to "improve scientific literacy across the nation to prepare our students to be scientifically literate". The Standards stress that a quality science education requires an "active learning" approach to science inquiry within the areas of science teaching, professional development, assessment, science content, science education programs and science education systems. In this time of increasing technological advance, the equal treatment of earth and space science alongside biology, physics and chemistry bodes well for the future.

Graph and Table Use in Special Education: A Review and Analysis of the Communication of Data

ERIC Educational Resources Information Center

Kubina, Richard M.; Kostewicz, Douglas E.; Datchuk, Shawn M.

2010-01-01

An emerging line of research demonstrates a distinction between social and natural sciences; natural sciences devote more page space in journals to data graphics than social sciences. The present survey asked how the subdiscipline of Education, Special Education, compares to other disciplines of science. Also, how do the Individuals with…

Avenues for Scientist Involvement in Earth and Space Science Education and Public Outreach (Invited)

NASA Astrophysics Data System (ADS)

Peticolas, L. M.; Gross, N. A.; Hsu, B. C.; Shipp, S. S.; Buxner, S.; Schwerin, T. G.; Smith, D.; Meinke, B. K.

2013-12-01

NASA's Science Mission Directorate (SMD) Science Education and Public Outreach (E/PO) Forums are charged with engaging, extending, supporting, and coordinating the community of E/PO professionals and scientists involved in Earth and space science education activities. This work is undertaken to maximize the effectiveness and efficiency of the overall national NASA science education and outreach effort made up of individual efforts run by these education professionals. This includes facilitating scientist engagement in education and outreach. A number of resources and opportunities for involvement are available for scientists involved in - or interested in being involved in - education or outreach. The Forums provide opportunities for earth and space scientists to stay informed, communicate, collaborate, leverage existing programs and partnerships, and become more skilled education practitioners. Interested scientists can receive newsletters, participate in monthly calls, interact through an online community workspace, and attend E/PO strategic meetings. The Forums also provide professional development opportunities on a myriad of topics, from common pre-conceptions in science, to program evaluation, to delivering effective workshops. Thematic approaches, such as Earth Science Week (http://www.earthsciweek.org), and the Year of the Solar System (http://solarsystem.nasa.gov/yss) are coordinated by the Forums; through these efforts resources are presented topically, in a manner that can be easily ported into diverse learning environments. Information about the needs of audiences with which scientists interact - higher education, K-12 education, informal education, and public - are provided by SMD's Audience-Based Working Groups. Their findings and recommendations are made available to inform the activities and products of E/PO providers so they are able to better serve these audiences. Also available is a 'one-stop shop' of SMD E/PO products and resources that can be used in conjunction with E/PO activities, NASA Wavelength (http://nasawavelength.org). Further supporting higher-education efforts, the Forums coordinate a network of science faculty, bringing them together at science conferences to share resources and experiences and to discuss pertinent education research. An online higher education clearinghouse, EarthSpace (http://www.lpi.usra.edu/earthspace), has been developed to provide faculty with news and funding information, the latest education research and resources for teaching undergraduates, and undergraduate course materials, including lectures, labs, and homework. This presentation will explore the Science E/PO Forums' pathways and tools available to support scientists involved in - or interested in being involved in - E/PO.

NASA space life sciences research and education support program

NASA Technical Reports Server (NTRS)

Jones, Terri K.

1995-01-01

USRA's Division of Space Life Sciences (DSLS) was established in 1983 as the Division of Space Biomedicine to facilitate participation of the university community in biomedical research programs at the NASA Johnson Space Center (JSC). The DSLS is currently housed in the Center for Advanced Space Studies (CASS), sharing quarters with the Division of Educational Programs and the Lunar and Planetary Institute. The DSLS provides visiting scientists for the Johnson Space Center; organizes conferences, workshops, meetings, and seminars; and, through subcontracts with outside institutions, supports NASA-related research at more than 25 such entities. The DSLS has considerable experience providing visiting scientists, experts, and consultants to work in concert with NASA Life Sciences researchers to define research missions and goals and to perform a wide variety of research administration and program management tasks. The basic objectives of this contract have been to stimulate, encourage, and assist research and education in the NASA life sciences. Scientists and experts from a number of academic and research institutions in this country and abroad have been recruited to support NASA's need to find a solution to human physiological problems associated with living and working in space and on extraterrestrial bodies in the solar system.

The "Next Generation Science Standards" and the Earth and Space Sciences

ERIC Educational Resources Information Center

Wysession, Michael E.

2013-01-01

The "Next Generation Science Standards" ("NGSS"), due to be released this spring, represents a revolutionary step toward establishing modern, national K-12 science education standards. Based on the recommendations of the National Research Council's "A Framework for K-12 Science Education: Practices, Crosscutting…

Meeting Classroom Needs: Designing Space Physics Educational Outreach for Science Education Standards

NASA Astrophysics Data System (ADS)

Urquhart, M. L.; Hairston, M.

2008-12-01

As with all NASA missions, the Coupled Ion Neutral Dynamics Investigation (CINDI) is required to have an education and public outreach program (E/PO). Through our partnership between the University of Texas at Dallas William B. Hanson Center for Space Sciences and Department of Science/Mathematics Education, the decision was made early on to design our educational outreach around the needs of teachers. In the era of high-stakes testing and No Child Left Behind, materials that do not meet the content and process standards teachers must teach cannot be expected to be integrated into classroom instruction. Science standards, both state and National, were the fundamental drivers behind the designs of our curricular materials, professional development opportunities for teachers, our target grade levels, and even our popular informal educational resource, the "Cindi in Space" comic book. The National Science Education Standards include much more than content standards, and our E/PO program was designed with this knowledge in mind as well. In our presentation we will describe how we came to our approach for CINDI E/PO, and how we have been successful in our efforts to have CINDI materials and key concepts make the transition into middle school classrooms. We will also present on our newest materials and high school physics students and professional development for their teachers.

Space Research Institute (IKI) Exhibition as an Educational Project

NASA Astrophysics Data System (ADS)

Sadovski, Andrei; Antonenko, Elena

2016-07-01

The Exhibition "Space Science: Part and Future" in Space Research Institute (IKI) was opened in 2007 in commemoration of the 50th anniversary of the first man-made satellite launch. It covers the latest and the most important findings in space research, shows instruments which are used in space exploration, and presents past, current, and future Russian science missions. Prototypes of space instruments developed by Russian specialists and mockups of spacecraft and spaceships flown to space are displayed, together with information posters, describing space missions, their purposes and results. The Exhibition takes a great part in school space education. Its stuff actively works with schoolchildren, undergraduate students and also makes a great contribution in popularization of space researches. Moreover the possibility to learn about scientific space researches first-hand is priceless. We describe the main parts of the Exhibition and forms of it work and also describe the collaboration with other museums and educational organizations.

To the Planets, Comets, and Beyond: A Vision of Sustained Collaboration

NASA Astrophysics Data System (ADS)

Gaboardi, M.; Grauer, M.; Humayun, M.; Dixon, P.

2007-12-01

Our NASA-funded, E/PO partnership, the Student-Teacher Astronomy Resource (STAR) Program, has been successful in integrating current space science knowledge, scientific inquiry, and educational practices. With our focus on the recent NASA Stardust Mission, we engage teachers, students, and the general public in timely, research-based inquiry into space science. One such component of our program is "The Solar System: To the Planets, Comets, and Beyond," a new curricula that is accessible to, and comfortable for, primary educators, many of whom were previously uncomfortable teaching space science. This achievement is the result of ongoing collaboration between a formal primary educator (Grauer), the director of educational outreach for the National High Magnetic Field Laboratory (Dixon), a cosmochemist (Humayun) and a graduate student (Gaboardi), both researchers in the geochemistry program within the NHMFL. Indicators of success in our outreach program include the following: 1- Increased public awareness of research as evidenced by local television, newspaper, and radio coverage, 2- Requests from individual teachers, schools, and school districts for workshops specific to our program, 3- Overwhelmingly positive formal and informal responses from teachers, students, and parents participating in our program, 4- Requests from high-school students for advice involving science fair projects, 5- High level of performance of Grauer's primary students in space science curricula developed as a result of collaboration, and 6- Integration of a space science component into the sustained outreach program provided by the NHMFL. We are currently collecting formal questionnaires from teachers who have participated in our 2007 workshops to explore the following further indicators of success: 1- teachers' use of our curricula, 2- teachers' comfort levels in teaching space science both before and after attending our workshop, and 3- teachers' evaluation of their own space science content knowledge before and after attending our workshop. Based on formal responses from the 2006 cohort, and informal responses from the 2007 cohort, we expect evaluations to be strongly positive.

The potential impact of microgravity science and technology on education

NASA Technical Reports Server (NTRS)

Wargo, M. J.

1992-01-01

The development of educational support materials by NASA's Microgravity Science and Applications Division is discussed in the light of two programs. Descriptions of the inception and application possibilities are given for the Microgravity-Science Teacher's Guide and the program of Undergraduate Research Opportunities in Microgravity Science and Technology. The guide is intended to introduce students to the principles and research efforts related to microgravity, and the undergraduate program is intended to reinforce interest in the space program. The use of computers and electronic communications is shown to be an important catalyst for the educational efforts. It is suggested that student and teacher access to these programs be enhanced so that they can have a broader impact on the educational development of space-related knowledge.

Space Station Freedom - A resource for aerospace education

NASA Technical Reports Server (NTRS)

Brown, Robert W.

1988-01-01

The role of the International Space Station in future U.S. aerospace education efforts is discussed from a NASA perspective. The overall design concept and scientific and technological goals of the Space Station are reviewed, and particular attention is given to education projects such as the Davis Planetarium Student Space Station, the Starship McCullough, the Space Habitat, the working Space Station model in Austin, TX, the Challenger Center for Space Life Education, Space M+A+X, and the Space Science Student Involvement Program. Also examined are learning-theory aspects of aerospace education: child vs adult learners, educational objectives, teaching methods, and instructional materials.

Working with NASA's OSS E/PO Support Network

NASA Astrophysics Data System (ADS)

Miner, E. D.; Lowes, L. L.

2001-11-01

With greater and greater emphasis on the inclusion of a public engagement component in all government-supported research funding, many members of the DPS are finding it difficult to find sufficient time and funding to develop a wide-reaching and effective E/PO program. NASA's Office of Space Science, over the last five years, has built a Support Network to assist its funded scientists to establish partnerships with local and/or national science formal or informal education organizations, who are anxious to connect with and use the expertise of space scientists. The OSS Support Network consists of four theme-based 'Forums,' including the Solar System Exploration (SSE) Forum, specifically designed for working with planetary scientists, and seven regional 'Brokers-Facilitators' who are more familiar with partnership and other potential avenues for involvement by scientists. The services provided by the Support Network are free to both the scientists and their potential partners and is not limited to NASA-funded scientists. In addition to its assistance to space scientists, the Support Network is involved in a number of other overarching efforts, including support of a Solar System Ambassador Program, a Solar System Educator Program, Space Place (web and e-mail science products for libraries and small planetariums and museums), an on-line Space Science Resource Directory, annual reports of Space Science E/PO activity, identifying and filling in 'holes' and 'over-populations' in a solar system E/PO product matrix of grade level versus product versus content, research on product effectiveness, and scientific and educational evaluation of space science products. Forum and Broker-Facilitator contact information is available at http://spacescience.nasa.gov/education/resources/ecosystem/index.htm. Handouts with additional information will be available at the meeting.

Modeling & Simulation Education for the Acquisition and T&E Workforce: FY07 Deliverable Package

DTIC Science & Technology

2007-12-01

oceanography, meteorology, and near- earth space science) to represent how systems interact with and are influenced by their environment. E12.1 E12.2 E12.3 E12.4...fundamentals of terrestrial science (geology, oceanography, meteorology, and near- earth space science) to represent how systems interact with and...description: Describe the fundamentals of terrestrial science (geology, oceanography, meteorology, and near- earth space science) to represent how systems

Supporting Research at NASA's Goddard Space Flight Center Through Focused Education and Outreach Programs

NASA Astrophysics Data System (ADS)

Ireton, F.; Closs, J.

2003-12-01

NASA research scientists work closely with Science Systems and Applications, Inc. (SSAI) personnel at Goddard Space Flight Center (GSFC) on a large variety of education and public outreach (E/PO) initiatives. This work includes assistance in conceptualizing E/PO plans, then carrying through in the development of materials, publication, cataloging, warehousing, and product distribution. For instance, outreach efforts on the Terra, Aqua, and Aura-still in development-EOS missions, as well as planetary and visualization programs, have been coordinated by SSAI employees. E/PO support includes convening and taking part in sessions at professional meetings and workshops. Also included is the coordination of exhibits at professional meetings such as the AGU, AAAS, AMS and educational meetings such as the National Science Teachers Association. Other E/PO efforts include the development and staffing of booths; arranges for booth space and furnishings; shipping of exhibition materials and products; assembling, stocking, and disassembling of booths. E/PO personnel work with organizations external to NASA such as the Smithsonian museum, Library of Congress, U.S. Geological Survey, and associations or societies such as the AGU, American Chemical Society, and National Science Teachers Association to develop products and programs that enhance NASA mission E/PO efforts or to provide NASA information for use in their programs. At GSFC, E/PO personnel coordinate the efforts of the education and public outreach sub-committees in support of the Space and Earth Sciences Data Analysis (SESDA) contract within the GSFC Earth Sciences Directorate. The committee acts as a forum for improving communication and coordination among related Earth science education projects, and strives to unify the representation of these programs among the science and education communities. To facilitate these goals a Goddard Earth Sciences Directorate Education and Outreach Portal has been developed to provide a repository and clearinghouse for upcoming education events, and a speaker's bureau. The committees are planning a series of workshops in the near future to expand participation, and further leverage respective Earth science education and outreach efforts through cooperative work with other NASA centers. Founded in 1977 as a minority, women-owned business, SSAI's staff includes a large and varied pool of scientists, E/PO employees covering a broad range of training and talents. SSAI provides support on a number of NASA related projects at Goddard Space Flight Center (GSFC) in Greenbelt, Maryland ranging from science research to data acquisition, storage, and distribution.

An Introduction to ESERO-UK, the UK Space Education Office

ERIC Educational Resources Information Center

Clements, Allan; Mather, Edward

2012-01-01

This article introduces the UK branch of the European Space Education Resource Office (ESERO-UK), also known as the UK Space Education Office. It is a teaching project designed to use space to enthuse primary and secondary students to study science, technology, engineering and mathematics (STEM) subjects. The office is funded by the European Space…

The Space Weather Monitor Project: Bringing Hands-on Science to Students of the Developing World for the IHY2007

NASA Astrophysics Data System (ADS)

Scherrer, D. K.; Rabello-Soares, M. C.; Morrow, C.

2006-08-01

Stanford's Solar Center, Electrical Engineering Department, and local educators have developed inexpensive Space Weather Monitors that students around the world can use to track solar-induced changes to the Earth's ionosphere. Through the United Nations Basic Space Science Initiative (UNBSSI) and the IHY Education and Public Outreach Program, our Monitors are being deployed to 191 countries for the International Heliophysical Year, 2007. In partnership with Chabot Space and Science Center, we are designing and developing classroom and educator support materials to accompany the distribution. Materials will be culturally sensitive and will be translated into the six official languages of the United Nations (Arabic, Chinese, English, French, Russian, and Spanish). Monitors will be provided free of charge to developing nations and can be set up anywhere there is access to power.

BioSIGHT: Interactive Visualization Modules for Science Education

NASA Technical Reports Server (NTRS)

Wong, Wee Ling

1998-01-01

Redefining science education to harness emerging integrated media technologies with innovative pedagogical goals represents a unique challenge. The Integrated Media Systems Center (IMSC) is the only engineering research center in the area of multimedia and creative technologies sponsored by the National Science Foundation. The research program at IMSC is focused on developing advanced technologies that address human-computer interfaces, database management, and high-speed network capabilities. The BioSIGHT project at is a demonstration technology project in the area of education that seeks to address how such emerging multimedia technologies can make an impact on science education. The scope of this project will help solidify NASA's commitment for the development of innovative educational resources that promotes science literacy for our students and the general population as well. These issues must be addressed as NASA marches toward the goal of enabling human space exploration that requires an understanding of life sciences in space. The IMSC BioSIGHT lab was established with the purpose of developing a novel methodology that will map a high school biology curriculum into a series of interactive visualization modules that can be easily incorporated into a space biology curriculum. Fundamental concepts in general biology must be mastered in order to allow a better understanding and application for space biology. Interactive visualization is a powerful component that can capture the students' imagination, facilitate their assimilation of complex ideas, and help them develop integrated views of biology. These modules will augment the role of the teacher and will establish the value of student-centered interactivity, both in an individual setting as well as in a collaborative learning environment. Students will be able to interact with the content material, explore new challenges, and perform virtual laboratory simulations. The BioSIGHT effort is truly cross-disciplinary in nature and requires expertise from many areas including Biology, Computer Science Electrical Engineering, Education, and the Cognitive Sciences. The BioSIGHT team includes a scientific illustrator, educational software designer, computer programmers as well as IMSC graduate and undergraduate students.

Expedition_55_Education_In-flight_NSTA_Conference-Atlanta_075_0940_628903

NASA Image and Video Library

2018-03-16

SPACE STATION CREWMEMBER DISCUSSES LIFE IN SPACE WITH THE NATION’S SCIENCE TEACHERS------------------------------------------ Aboard the International Space Station, Expedition 55 Flight Engineer Scott Tingle of NASA discussed life and research on the orbital outpost during an in-flight event March 16 with educators gathered in Atlanta at the National Science Teachers Association conference. Tingle is in the midst of a five-and-a-half month mission on the orbital outpost.

NASA: Data on the Web.

ERIC Educational Resources Information Center

Galica, Carol

1997-01-01

Provides an annotated bibliography of selected NASA Web sites for K-12 math and science teachers: the NASA Lewis Research Center Learning Technologies K-12 Home Page, Spacelink, NASA Quest, Basic Aircraft Design Page, International Space Station, NASA Shuttle Web Site, LIFTOFF to Space Education, Telescopes in Education, and Space Educator's…

Fostering Spaces of Student Ownership in Middle School Science

ERIC Educational Resources Information Center

O'Neill, Tara B.

2010-01-01

A critical challenge in urban science education is determining how to provide empowering science learning experiences for all students. In an effort to address the achievement gap in science education, I have focused on the concept of ownership, specifically when and how students gain ownership in science learning. This paper presents a teacher…

A Space Science Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Limaye, Sanjay S.; Pertzborn, Rosalyn A.

Recent adoption of state/national science education standards by school districts in the US has created a need for effective teacher professional development in space science at elementary middle and high school level. Particularly at the elementary and middle school levels majority of teachers teaching the Astronomy/Space Science content have had little education in the area regardless of when they obtained their certification. To meet this growing need the Office of Space Science Education has developed a program to offer teachers background content knowledge through summer workshops and periodic school year meetings for a small number of teachers from Wisconsin and Illinois. The program has included lectures by experts tours of observatories (professional and amateur) science museums and planetariums and on-line learning. A highlight of the program has been introducing teachers to hands-on observing through remotely accessible telescopes. Another aspect has been to make them aware of the many resources available to them through NASA missions. The most significant benefit for the teachers however has been the creation of a peer group and the support it offers in sharing curriculum and lesson plans. This effort has been supported by a NASA/IDEAS grant

Space-Related Education as a Whole

NASA Astrophysics Data System (ADS)

Rémondière, André

2002-01-01

In the framework of the 52nd IAC a forum combining forces of IAF, ISSAT and ISU has been held in Toulouse. The theme was "Space Education for the New Millennium". Due to an ESA very remarkable initiative, with the participation of CNES, four hundred students coming from miscellaneous countries participated to the Congress. Simultaneously with the Congress an important and fascinating Public Outreach Programme (POP) has been organized by ISSAT (Institut des Sciences Spatiales et Applications de Toulouse). This POP was dedicated to young people, local students and large public. Several volunteers, just retired from a space- related professional career helped the organizers to prepare and to implement this Public Outreach Programme. After this successful experience it appears very interesting to proceed to a large vision of space related education and training. Avoiding to share the field of education between youth, students graduated and post-graduated, continuous education catalogued or customized, it seems possible through associations like ISSAT, and with the participation of its Members (Space Agency ; Universities ; High Graduate Schools ; Industrial Firms; Services Providers) and the participation of individual members just retired to give a very strong continuity to space-related education all along the time since secondary school to professional training, through university, graduated and post graduated steps, doctorates, continuous education, etc... So it will be possible to increase the interest of young people and students for sciences and technologies, to contribute to the development of a space-related task force for the 21st century and to promote space sciences and applications at the international level.

Looking at Earth from Space: Teacher's Guide with Activities for Earth and Space Science.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

The Maryland Pilot Earth Science and Technology Education Network (MAPS-NET) project was sponsored by the National Aeronautics and Space Administration (NASA) to enrich teacher preparation and classroom learning in the area of Earth system science. This publication includes a teacher's guide that replicates material taught during a graduate-level…

Should Rey Mysterio Drink Gatorade? Cultural Competence in Afterschool STEM Programming

ERIC Educational Resources Information Center

Ciechanowski, Kathryn; Bottoms, SueAnn; Fonseca, Ana Lucia; St. Clair, Tyler

2015-01-01

Creating a space for learning science outside the traditional classroom shifts the expectations for both educators and children. In the classroom, both groups have preconceived notions of their roles and of what classroom science looks like. In the hybrid space of afterschool, students and educators are free to explore alternative ways of teaching…

Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

NASA Astrophysics Data System (ADS)

Ajhar, Edward A.; Blackwell, E.; Quesada, D.

2010-05-01

In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study

NASA Astrophysics Data System (ADS)

Melville, Wayne; Wallace, John; Bartley, Anthony

2007-12-01

In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space of their work and their dispositions towards teacher leadership. Research into the representation of school science departments through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779-804, 2000). These representations, expressed during regular science department meetings, occur in the social space of Bourdieu's "field" and are a reflection of the "game" of science education being played within the department. This departmentally centred space suggests an important implication when considering the relationship between subject departments and their schools. The development of an individual's representation of teacher leadership and the wider "field" of science education appears to shape the individual towards promoting their own sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals, the important "game" is science education, not school improvement. Consequently, the subject department may be a missing link between efforts to improve schools and current organizational practices.

Sharing Ideas: Making Earth and Space Science Accessible

NASA Astrophysics Data System (ADS)

Runyon, C. J.; Guimond, K.; Atkinson, C.

2005-12-01

There are nearly six million K-12 students with some form of disability in the U.S. and the majority of them are required to achieve the same academic levels as their non-impaired peers. Historically, students with disabilities have experienced difficulties in fully accessing and participating in middle school and high school science programs. With the passage of the No Child Left Behind (NCLB) Act and increasing focus on reading and math performance, many students with exceptional needs are now being taught science by mainstream science teachers, who have little to no training on how to work with students with exceptional needs. For the past 5 years, SERCH has engaged in organizing and hosting a series of Exceptional Space Science Materials for Exceptional Students Workshops (ENWS) focused on educating students with special needs about the space sciences. Each workshop has focused on a different aspect of formal and informal education and working with the various special needs. In all of these workshops, participants experience what a person or student with special needs might encounter when working through educational activities or exhibits by experiencing it first-hand. In addition to making many of NASA's education materials accessible for all learners, a top-ten list of "best practices" has been compiled by the professional educators as a result of our working together for five years and their formal and informal educational experiences.

Aerospace scientists. We're tomorrow-minded people

NASA Technical Reports Server (NTRS)

Lewis, M. H.

1981-01-01

Brief job-related autobiographical sketches of scientists working on NASA space science projects are presented. Career and educational guidance is offered to students thinking about entering the space science field.

Using sunshine for elementary space science education: A model for IHY scientist teacher partnerships

NASA Astrophysics Data System (ADS)

Moldwin, M. B.; Fiello, D.; Harter, E.; Holman, G.; Nagumo, N.; Pryharski, A.; Takunaga, C.

2008-12-01

An elementary science education professional development partnership between Culver City Unified School District teachers and UCLA has been formed. The project was designed to assist teachers to comfortably present introductory space science concepts, to support them in their efforts, and to aid them in encouraging their students to develop inquiry skills related to space sciences. The project encourages teacher use of observational science techniques in their classrooms, the use of NASA solar mission images and enhanced use of astronomical observation to facilitate discovery learning. The integrated approach of the project has fostered collegial learning activities among the participating teachers and offered them opportunities for continued renewal and professional development of teacher competencies in astronomy and space science. The activities used in the classroom were developed by others, classroom tested, and specifically address National Science Education and California Science Content Standards. These activities have been sustained through on-going collaboration between the scientist and the teachers, a summer Research Experience for Teachers program, and on-going, grade-specific, district-sponsored workshops. Assessment of the value of the program is done by the school district and is used to continuously improve each workshop and program component. Culver City (California) Unified School District is a small urban school district located on the Westside of Los Angeles. This paper describes the program and the plans for incorporating IHY-themed science into the classroom.

Training Informal Educators Provides Leverage for Space Science Education and Public Outreach

NASA Technical Reports Server (NTRS)

Allen, J. S.; Tobola, K. W.; Betrue, R.

2004-01-01

How do we reach the public with the exciting story of Solar System Exploration? How do we encourage girls to think about careers in science, math, engineering and technology? Why should NASA scientists make an effort to reach the public and informal education settings to tell the Solar System Exploration story? These are questions that the Solar System Exploration Forum, a part of the NASA Office of Space Science Education (SSE) and Public Outreach network, has tackled over the past few years. The SSE Forum is a group of education teams and scientists who work to share the excitement of solar system exploration with colleagues, formal educators, and informal educators like museums and youth groups. One major area of the SSE Forum outreach supports the training of Girl Scouts of the USA (GS) leaders and trainers in a suite of activities that reflect NASA missions and science research. Youth groups like Girl Scouts structure their activities as informal education.

Earthspace: A National Clearinghouse For Higher Education In Space And Earth Sciences

NASA Astrophysics Data System (ADS)

CoBabe-Ammann, Emily; Shipp, S.; Dalton, H.

2012-10-01

The EarthSpace is a searchable database of undergraduate classroom materials for undergraduate faculty teaching earth and space sciences at both the introductory and upper division levels. Modeled after the highly successful SERC clearinghouse for geosciences assets, EarthSpace was designed for easy submission of classroom assets - from homeworks and computerinteractives to laboratories and demonstrations. All materials are reviewedbefore posting, and authors adhere to the Creative Commons Non-Commercial Attribution (CC-BY NC 3.0). If authors wish, their EarthSpace materials are automatically cross-posted to other digital libraries (e.g., ComPADRE) and virtual higher education communities(e.g., Connexions). As new electronic repositories come online, EarthSpace materials will automatically be sent. So faculty submit their materials only once and EarthSpace ensures continual distribution as time goes on and new opportunities arise. In addition to classroom materials, EarthSpace provides news and information about educational research and best practices, funding opportunities, and ongoing efforts and collaborations for undergraduate education. http://www.lpi.usra.edu/earthspace

Goddard Space Flight Center: 1994 Maryland/GSFC Earth and Environmental Science Teacher Ambassador Program

NASA Technical Reports Server (NTRS)

Latham, James

1995-01-01

The Maryland/Goddard Space Flight Center (GSFC) Earth and Environmental Science Teacher Ambassador Program was designed to enhance classroom instruction in the Earth and environmental science programs in the secondary schools of the state of Maryland. In October 1992, more than 100 school system administrators from the 24 local Maryland school systems, the Maryland State Department of Education, and the University of Maryland met with NASA GSFC scientists and education officers to propose a cooperative state-wide secondary school science teaching enhancement initiative.

NASA/State Education Cooperation

NASA Technical Reports Server (NTRS)

1990-01-01

NASA is cooperating with state departments of education in a number of special education programs. An example is Maryland Summer Centers for Gifted and Talented Students sponsored by the Maryland State Department of Education. Some 2,600 students participated in the 1990 program. One of the 12 centers is the Center for Space Science and Technology at Goddard Space Flight Center, which provides instruction to students of the 9-12 grade level. This center is operated by a three organization partnership that includes the Maryland State Department of Education, the University of Maryland and Goddard Space Flight Center, which hosts the instructional program and provides volunteer scientists and engineers as instructors. Typical two-week space intern program includes panel discussions, lectures, tours, field trips and hands-on activity focusing on various space science topics. Senior high students benefit from a one-to-one mentor relationship with a volunteer scientist or engineer. Another example was the Paducah (Kentucky) NASA Community Involvement Project, a joint educational effort of Langley and Lewis Research Centers, Marshall Space Flight Center, the Kentucky Department of Education, the City of Paducah and Paducah Independent Schools. It was a 16 day exposition/symposium featuring seminars on space subjects.

14 CFR 1259.601 - Establishment and composition.

Code of Federal Regulations, 2011 CFR

2011-01-01

... entities that have an interest in space programs or science and education, and six nonfederal... Administrator or designee. (e) The relevant organizations and associations in aerospace and science education...

14 CFR 1259.601 - Establishment and composition.

Code of Federal Regulations, 2010 CFR

2010-01-01

... entities that have an interest in space programs or science and education, and six nonfederal... Administrator or designee. (e) The relevant organizations and associations in aerospace and science education...

14 CFR 1259.601 - Establishment and composition.

Code of Federal Regulations, 2013 CFR

2013-01-01

... entities that have an interest in space programs or science and education, and six nonfederal... Administrator or designee. (e) The relevant organizations and associations in aerospace and science education...

14 CFR 1259.601 - Establishment and composition.

Code of Federal Regulations, 2012 CFR

2012-01-01

... entities that have an interest in space programs or science and education, and six nonfederal... Administrator or designee. (e) The relevant organizations and associations in aerospace and science education...

The National Space Science and Technology Center's Education and Public Outreach Program

NASA Astrophysics Data System (ADS)

Cox, G. N.; Denson, R. L.

2004-12-01

The objective of the National Space Science and Technology Center's (NSSTC) Education and Public Outreach program (EPO) is to support K-20 education by coalescing academic, government, and business constituents awareness, implementing best business/education practices, and providing stewardship over funds and programs that promote a symbiotic relationship among these entities, specifically in the area of K-20 Science, Technology, Engineering, and Mathematics (STEM) education. NSSTC EPO Program's long-term objective is to showcase its effective community-based integrated stakeholder model in support of STEM education and to expand its influence across the Southeast region for scaling ultimately across the United States. The Education and Public Outreach program (EPO) is coordinated by a supporting arm of the NSSTC Administrative Council called the EPO Council (EPOC). The EPOC is funded through federal, state, and private grants, donations, and in-kind contributions. It is comprised of representatives of NSSTC Research Centers, both educators and scientists from the Alabama Space Science and Technology Alliance (SSTA) member institutions, the Alabama Space Grant Consortium and the NASA Marshall Space Flight Center's (MSFC) Education Office. Through its affiliation with MSFC and the SSTA - a consortium of Alabama's research universities that comprise the NSSTC, EPO fosters the education and development of the next generation of Alabama scientists and engineers by coordinating activities at the K-20 level in cooperation with the Alabama Department of Education, the Alabama Commission on Higher Education, and Alabama's businesses and industries. The EPO program's primary objective is to be Alabama's premiere organization in uniting academia, government, and private industry by way of providing its support to the State and Federal Departments of Education involved in systemic STEM education reform, workforce development, and innovative uses of technology. The NSSTC EPO is poised to be a leader in this field because of its direct support to agency's accountable for America's educational systems, and for its synergistic relationships across the integrated stakeholder community. This includes Alabama's NASA facility, USRA, the SSTA's seven research universities, businesses and industries, and the Alabama Math, Science and Technology Education Coalition. In addition to traditional outreach methodologies, the EPO uses the unique resources of the NSSTC to assist in dissolving the boundaries in education among academia, government, and industry and to foster a more collaborative environment in support of STEM education reform.

Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle

DTIC Science & Technology

2015-08-03

in the fields of science and engineering. Certified by the Space Foundation educational program, FOGE has afterschool programs, summer camps and... educators enjoyed the science center learning extremely well and 20% stated they enjoyed the science centers quite well. 90% of the participants felt...extremely satisfied about the science inspiration presented within the STEMShip. 10% felt quite satisfied and inspired. 70% of the educators felt the

The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

NASA Astrophysics Data System (ADS)

Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

2003-12-01

The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading professional development workshops and short courses. Core funding for the project is provided from the NASA Office of Space Science Information Technology Research Program, the NASA Earth Science Enterprise Education Program, and the National Science Foundation.

Making Astronomy and Space Science Accessible to the Blind and Visually Impaired

NASA Astrophysics Data System (ADS)

Beck-Winchatz, B.; Hoette, V.; Grice, N.

2003-12-01

One of the biggest obstacles blind and visually impaired people face in science is the ubiquity of important graphical information, which is generally not made available in alternate formats accessible to them. Funded by NASA's Initiative to Develop Education through Astronomy and Space Science (IDEAS), we have recently formed a team of scientists and educators from universities, the SOFIA NASA mission, a science museum, an observatory, and schools for the blind. Our goal is to develop and test Braille/tactile space science activities that actively engage students from elementary grades through introductory college-level in space science. We will discuss effective strategies and low-cost technologies that can be used to make graphical information accessible. We will also demonstrate examples, such a thermal expansion graphics created from telescope images of the Moon and other celestial objects, a tactile planisphere, three-dimensional models of near-Earth asteroids and tactile diagrams of their orbits, and an infrared detector activity.

Defining a Mechanism of Educational Interface Between NASA Life Sciences the Nation's Students

NASA Technical Reports Server (NTRS)

Chamberland, D.; Dreschel, T.; Coulter, G.

1995-01-01

Harnessing our greatest national resource, as represented by the nation's students, will require a thoughtful, well developed and administered program that includes precise, executable strategies and valid evaluation tools. Responding to a national education outreach priority, the National Aeronautics and Space Administration's Life and Biomedical Sciences and Applications Division has initiated a process or organizing and implementing various strategies through a steering committee that includes representatives from Headquarters and three field centers with major Life Sciences programs. The mandate of the Life Sciences Education Outreach Steering Committee is to develop ways of communicating space life science issues to America's students through the nation's teachers by curriculum enhancement and direct participation in the education process with an emphasis in the primary and secondary schools. Metrics are also developed for each individually defined process so that the mechanis can be continuously refined and improved.

Using Space to Inspire and Engage Children

ERIC Educational Resources Information Center

Clements, Allan

2015-01-01

The European Space Education Resources Office (ESERO-UK) is a project of the European Space Agency (ESA) and national partners including the Department for Education (DfE), The UK Space Agency (UKSA) and the Science and Technology Facilities Council (STFC). The key objective of the project is to promote space as an exciting inspirational context…

Incorporating Earth Science into Other High School Science Classes

NASA Astrophysics Data System (ADS)

Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

2016-12-01

As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.

The ROSEO Project: Retrospective and a Look to the Future

NASA Astrophysics Data System (ADS)

Culver, R. B.; TeBockhorst, D.; Radman, C.; Geiselman, A.

2005-12-01

In 2004 the Science Discovery Center in Fort Collins, Colorado, with funding provided by the Space Telescope Science Institute of the NASA-IDEAS program, initiated the Rural Outreach Science Education Opportunities (ROSEO) project in which educational resources in astronomy and space science are to be made available to the rural areas of Northern Colorado and Southern Wyoming which otherwise suffer from a limited access to the science education facilities that exist along the Colorado Front Range region as well as the limited resources available within these rural school districts themselves. In one aspect of this outreach effort, a portable Starlab has travelled to several sites in the rural areas of Northern Colorado and Southern Wyoming and has provided a planetarium simulation of the night sky in a regular on-site daytime classroom environment. To date several hundred students and over two dozen teachers spread out over some 25,000 square miles of rural Colorado and Wyoming have experienced these simulations. Even though the travelling schedule of the Starlab is operating in what is very much a preliminary mode, the response to these visits has nonetheless been quite enthusiastic.thus far. In addition 18 science teachers representing 12 different schools from 8 different school districts in rural Colorado and Wyoming were brought together in a Summer Institute conducted June 6-10, 2005 at the Discovery Science Center in Fort Collins, Colorado, during which time innovative methods and techniques for presenting concepts in astronomy and space science that are especially designed for the needs and resources of the rural classroom environment were described and discussed in considerable detail. The information and experience gleaned from the travelling Starlab and this year's Summer Institute are being galvanized into a preliminary version of an educational template which is ultimately intended to be a model for astronomy and space science education in other rural areas which find themselves in circumstances similiar to those in Northern Colorado and Southern Wyoming. This work is funded by the Space Telescope Science Institute of the NASA-IDEAS grant program.

NASA's Elementary and Secondary Education Program: Review and Critique

NASA Technical Reports Server (NTRS)

Quinn, Helen R. (Editor); Schweingruber, Heidi A. (Editor); Feder, Michael A. (Editor)

2008-01-01

The federal role in precollege science, technology, engineering, and mathematics (STEM) education is receiving increasing attention in light of the need to support public understanding of science and to develop a strong scientific and technical workforce in a competitive global economy. Federal science agencies, such as the National Aeronautics and Space Administration (NASA), are being looked to as a resource for enhancing precollege STEM education and bringing more young people to scientific and technical careers. For NASA and other federal science agencies, concerns about workforce and public understanding of science also have an immediate local dimension. The agency faces an aerospace workforce skewed toward those close to retirement and job recruitment competition for those with science and engineering degrees. In addition, public support for the agency s missions stems in part from public understanding of the importance of the agency s contributions in science, engineering, and space exploration.

Geoscience Education in the Boy Scouts of America

ERIC Educational Resources Information Center

Hintz, Rachel; Thomson, Barbara

2012-01-01

Boy Scout geoscience education is not "desk" education--it is an informal, hands-on, real-world education where Scouts learn through activities, trips, and the outdoors, as well as in meetings and in the merit badge program. Merit badge requirements, many of which meet National Science Education Standards for Earth and Space Science,…

Customer interviews to improve NASA office of space science education and public outreach leveraging success

NASA Technical Reports Server (NTRS)

Lowes, L. L.

2002-01-01

Leveraging with organizations that serve our customers and focusing on the needs of those organizations are two prime elements of the NASA Office of Space Science (OSS) Education and Public Outreach (E/PO) Strategy. On behalf of NASA OSS, the Solar System Exploration (SSE) Education and Public Outreach Forum has conducted a series of customer interviews with representatives from leading organizations who serve some of the audiences we wish to reach.

All About EVE: Education and Public Outreach for the Extreme Ultraviolet Variability Experiment (EVE) of the NASA Solar Dynamic Observatory

NASA Astrophysics Data System (ADS)

Eparvier, F. G.; McCaffrey, M. S.; Buhr, S. M.

2008-12-01

With the aim of meeting NASA goals for education and public outreach as well as support education reform efforts including the National Science Education Standards, a suite of education materials and strategies have been developed by the Cooperative Institute for Environmental Sciences (CIRES) with the Laboratory for Atmospheric and Space Physics (LASP) at the University of Colorado for the Extreme Ultraviolet Variability Experiment (EVE), which is an instrument aboard the Solar Dynamic Observatory. This paper will examine the education materials that have been developed for teachers in the classroom and scientists who are conducting outreach, including handouts, a website on space weather for teachers, a slideshow presentation about the overall Solar Dynamic Observatory mission, and a DVD with videos explaining the construction and goals of the EVE instrument, a tour of LASP, and an overview of space science careers. The results and potential transferability of a pilot project developed through this effort that engaged English Second Language learners in a semester-long course on space weather that incorporated the used of a Sudden Ionospheric Disturbance (SID) Monitor will be highlighted.

The Big Crunch: A Hybrid Solution to Earth and Space Science Instruction for Elementary Education Majors

ERIC Educational Resources Information Center

Cervato, Cinzia; Kerton, Charles; Peer, Andrea; Hassall, Lesya; Schmidt, Allan

2013-01-01

We describe the rationale and process for the development of a new hybrid Earth and Space Science course for elementary education majors. A five-step course design model, applicable to both online and traditional courses, is presented. Assessment of the course outcomes after two semesters indicates that the intensive time invested in the…

Kennedy Educate to Innovate (KETI) Space Food Powerpoint Presentation

NASA Technical Reports Server (NTRS)

Paglialonga, Jessica

2011-01-01

An overview of the science related to the development of production of space food is presented for school students. Students are acquainted with careers in food science, nutrition, dietetics, microbiology, and astrobiology.

Design of a Teacher-Student Research Program Using the Spitzer Space Telescope

NASA Astrophysics Data System (ADS)

Pompea, S. M.; Daou, D.; Thaller, M.

2004-12-01

Under the sponsorship of the NASA Spitzer Science Center, we have designed a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Science Center Archives, observation planning process, and telescope and instrument capabilities in order to plan observations. They also received fundamental training in infrared astronomy and infrared observational techniques, before they began planning their observing program. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the OSS/NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the Spitzer Space Telescope and work with infrared archival data. This program allows a team of 12 teachers and their students to utilize up to 3 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. With the goal of leveraging on a well-established teacher professional development, the program serves teachers in the NSF-sponsored Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing Public Affairs and Educational Outreach Department program at the National Optical Astronomy Observatory (NOAO) in Tucson. The program touches the formal education community through a national audience of well-trained and supported middle and high school teachers. There are currently 68 teachers (and their students) participating in TLRBSE with an additional 57 teachers in the still-supported precursor RBSE program. The Spitzer educational research program also reaches an additional national audience of students through an informal education program based at the University of Arizona's Astronomy Camp, directed by Dr. Don McCarthy, who has been active in both the RBSE and TLRBSE programs. The TLRBSE Project is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation. JPL manages the Spitzer Space Telescope mission for NASA's Science Mission Directorate, Washington. Science operations are conducted at the Spitzer Science Center at the California Institute of Technology in Pasadena. JPL is a division of Caltech.

14 CFR § 1259.601 - Establishment and composition.

Code of Federal Regulations, 2014 CFR

2014-01-01

... or entities that have an interest in space programs or science and education, and six nonfederal... Administrator or designee. (e) The relevant organizations and associations in aerospace and science education...

What Makes Earth and Space Science Sexy? A Model for Developing Systemic Change in Earth and Space Systems Science Curriculum and Instruction

NASA Astrophysics Data System (ADS)

Slutskin, R. L.

2001-12-01

Earth and Space Science may be the neglected child in the family of high school sciences. In this session, we examine the strategies that Anne Arundel County Public Schools and NASA Goddard Space Flight Center used to develop a dynamic and highly engaging program which follows the vision of the National Science Education Standards, is grounded in key concepts of NASA's Earth Science Directorate, and allows students to examine and apply the current research of NASA scientists. Find out why Earth/Space Systems Science seems to have usurped biology and has made students, principals, and teachers clamor for similar instructional practices in what is traditionally thought of as the "glamorous" course.

Scout and Guides, Key Users of Astronomy & Planetary Sciences Outreach that Support Education

NASA Astrophysics Data System (ADS)

Brumfitt, A.; Thompson, L.

Few people outside of the Scouting and Guide movement would appreciate that these world wide organisations have an active youth membership of over 40 million children and young adults. These two organisations rely on external specialist expert knowledge for the effective delivery of their education and award schemes. The high membership and established program delivery pathways make these organisations excellent vehicles for outreach programs. In particular Scouts and Guides are able to introduce astronomy and planetary sciences into their informal education programs at a timing that best suits the child and not one constrained by the schedule of formal education. It is the global voluntary nature of membership of these organisations that make them extremely effective learning vehicles. The members both youth and leader are highly motivated. These two organisations have a structured education program for youth members based on both individual pursuits or targets and group projects. The organisations has as part of their infra structure benchmarks for the measure of excellence in achievement and education at all levels. Scouts and Guides are a way of encompassing knowledge and lighting candles for life long learning. Scouts and guides address all year groups of formal education from primary through to tertiary levels, from cubs and brownies through various levels to Rovers and Rangers. Space is seen as relevant to Scouting and Guides, the Guide movement UK has recently adopted a "Go for it" challenge award for youth members to investigate space science. Similar awards exist in the Scouting movement in Europe, USA and Australia. The ready adoption of Space science fits well with scouting principles as Space is perceived as the "New Frontier of Discovery". In October 2007, Scouts and Guides from Europe will gather at Tidbinbilla deep space Tracking Station, Australia for the first Scout and Guide International Space Camp. The model used for this camp was based on a pilot camp in Australia of 1200 participants which used the Tracking Station, Astronomy Groups and the Mt Stromlo Observatory and its astronomers, Science Centres and Universities as key tools in the program design and delivery. The enormous sizes and the excellent formalised organisational structure of Scouts and Guides makes these organisations excellent vehicles for the development of space education programs that can be then transferred to traditional formal education organisations such as schools. This paper discusses mechanisms for effective engagement by astronomy planetaria science groups through Scouts and guides to kids.

The 1992 catalog of space science and applications education programs and activities

NASA Technical Reports Server (NTRS)

1992-01-01

This catalog provides information on current, ongoing and pilot programs conducted at precollege through postdoctoral levels which are primarily funded or managed by the Office of Space Science Applications (OSSA). The directory of programs section includes teacher and faculty preparation and enhancement, student enrichment opportunities, student research opportunities, postdoctoral and advanced research opportunities, initiatives to strengthen educational institution involvement in research and initiatives to strengthen research community involvement in education. The Educational Products appendices include tabular data of OSSA activities, NASA Spacelink, NASA education satellites videoconferences, the Teacher Resource Center Network, and a form for requesting further information.

Higher Education: Teaching about the Colonization of Space.

ERIC Educational Resources Information Center

Huebner, Jay S.

1980-01-01

Describes an upper-division science course offered at the University of North Florida, Colonization of Space. The course presents several current issues in the areas of physical science and includes topics in science and technology likely to influence the future lives of present college students. (CS)

The New Millennium and an Education That Captures the Basic Spirit of Science.

ERIC Educational Resources Information Center

Bybee, Rodger W.

This document discusses reflections of the old and new millennium on education that capture the basic spirit of science. The explanation includes basic scientific ideas in physical sciences, earth systems, solar system and space; living systems; basic scientific thinking; the basic distinction between science and technology; basic connections…

Opportunities in Education and Public Outreach for Scientists at the School of Ocean and Earth Sciences and Technology

NASA Astrophysics Data System (ADS)

Hicks, T.

2004-12-01

The School of Ocean and Earth Sciences and Technology (SOEST) at the University of Hawaii at Manoa is home to twelve diverse research institutes, programs and academic departments that focus on a wide range of earth and planetary sciences. SOEST's main outreach goals at the K-12 level are to increase the awareness of Hawaii's schoolchildren regarding earth, ocean, and space science, and to inspire them to consider a career in science. Education and public outreach efforts in SOEST include a variety of programs that engage students and the public in formal as well as informal educational settings, such as our biennial Open House, expedition web sites, Hawaii Ocean Science Bowl, museum exhibits, and programs with local schools. Some of the projects that allow for scientist involvement in E/PO include visiting local classrooms, volunteering in our outreach programs, submitting lessons and media files to our educational database of outreach materials relating to earth and space science research in Hawaii, developing E/PO materials to supplement research grants, and working with local museum staff as science experts.

A Space Operations Network Alternative: Using Globally Connected Research and Education Networks for Space-Based Science Operations

NASA Technical Reports Server (NTRS)

Bradford, Robert N.

2006-01-01

Earth based networking in support of various space agency projects has been based on leased service/circuits which has a high associated cost. This cost is almost always taken from the science side resulting in less science. This is a proposal to use Research and Education Networks (RENs) worldwide to support space flight operations in general and space-based science operations in particular. The RENs were developed to support scientific and educational endeavors. They do not provide support for general Internet traffic. The connectivity and performance of the research and education networks is superb. The connectivity at Layer 3 (IP) virtually encompasses the globe. Most third world countries and all developed countries have their own research and education networks, which are connected globally. Performance of the RENs especially in the developed countries is exceptional. Bandwidth capacity currently exists and future expansion promises that this capacity will continue. REN performance statistics has always exceeded minimum requirements for spaceflight support. Research and Education networks are more loosely managed than a corporate network but are highly managed when compared to the commodity Internet. Management of RENs on an international level is accomplished by the International Network Operations Center at Indiana University at Indianapolis. With few exceptions, each regional and national REN has its own network ops center. The acceptable use policies (AUP), although differing by country, allows any scientific program or project the use of their networks. Once in compliance with the first RENs AUP, all others will accept that specific traffic including regional and transoceanic networks. RENs can support spaceflight related scientific programs and projects. Getting the science to the researcher is obviously key to any scientific project. RENs provide a pathway to virtually any college or university in the world, as well as many governmental institutes and science centers. RENs are not to be used for mission critical types of network traffic, even though RENs performance characteristics would support it.

Get Involved in Education and Public Outreach! The Science Mission Directorate Science E/PO Forums Are Here to Help

NASA Astrophysics Data System (ADS)

Shipp, S. S.; Buxner, S.; Schwerin, T. G.; Hsu, B. C.; Peticolas, L. M.; Smith, D.; Meinke, B. K.

2013-12-01

NASA's Science Mission Directorate (SMD) Education and Public Outreach (E/PO) Forums help to engage, extend, support, and coordinate the efforts of the community of E/PO professionals and scientists involved in Earth and space science education activities. This work is undertaken to maximize the effectiveness and efficiency of the overall national NASA science education and outreach effort made up of individual efforts run by these education professionals. This includes facilitating scientist engagement in education and outreach. The Forums have been developing toolkits and pathways to support planetary, Earth, astrophysics, and heliophysics scientists who are - or who are interested in becoming - involved in E/PO. These tools include: 1) Pathways to learn about SMD and E/PO community announcements and opportunities, share news about E/PO programs, let the E/PO community know you are interested in becoming involved, and discover education programs needing scientist input and/or support. These pathways include weekly e-news, the SMD E/PO online community workspace, monthly community calls, conferences and meetings of opportunity. 2) Portals to help you find out what education resources already exist, obtain resources to share with students of all levels - from K-12 to graduate students, - and disseminate your materials. These include E/PO samplers and toolkits (sampling of resources selected for scientists who work with students, teachers, and the public), the one-stop shop of reviewed resources from the NASA Earth and space science education portfolio NASAWavelength.org, and the online clearinghouse of Earth and space science higher education materials EarthSpace (http://www.lpi.usra.edu/earthspace). 3) Connections to education specialists who can help you design and implement meaningful E/PO programs - small to large. Education specialists can help you understand what research says about how people learn and effective practices for achieving your goals, place your programs in context (e.g., Beyond IYA, Sun-Earth Day, launch events, 50 Years of Solar System Exploration, Earth Science Week), and get your programs and products disseminated. 4) Connections to education professionals to collaborate with you on educational programs, involve intended audience members as partners to guide your programs, reach a broader audience, and insure impact with external partners through the E/PO community contact database and workspace profiles, conferences, meetings, and SMD E/PO community annual retreats. Recently developed, the NASA SMD Scientist Speaker's Bureau (http://www.lpi.usra.edu/education/speaker) offers an online portal to connect scientists interested in getting involved in E/PO projects - giving public talks, classroom visits, and virtual connections - with audiences. Learn more about the Forums and the opportunities to become involved in E/PO and to share your science with students, educators, and the general public at http://smdepo.org.

NASA CONNECT(TradeMark): Space Suit Science in the Classroom

NASA Technical Reports Server (NTRS)

Williams, William B.; Giersch, Chris; Bensen, William E.; Holland, Susan M.

2003-01-01

NASA CONNECT's(TradeMark) program titled Functions and Statistics: Dressed for Space initially aired on Public Broadcasting Stations (PBS) nationwide on May 9, 2002. The program traces the evolution of past space suit technologies in the design of space suits for future flight. It serves as the stage to provide educators, parents, and students "space suit science" in the classroom.

The University of Nebraska at Omaha Center for Space Data Use in Teaching and Learning

NASA Technical Reports Server (NTRS)

Grandgenett, Neal

2000-01-01

Within the context of innovative coursework and other educational activities, we are proposing the establishment of a University of Nebraska at Omaha (UNO) Center for the Use of Space Data in Teaching and Learning. This Center will provide an exciting and motivating process for educators at all levels to become involved in professional development and training which engages real life applications of mathematics, science, and technology. The Center will facilitate innovative courses (including online and distance education formats), systematic degree programs, classroom research initiatives, new instructional methods and tools, engaging curriculum materials, and various symposiums. It will involve the active participation of several Departments and Colleges on the UNO campus and be well integrated into the campus environment. It will have a direct impact on pre-service and in-service educators, the K12 (kindergarten through 12th grade) students that they teach, and other college students of various science, mathematics, and technology related disciplines, in which they share coursework. It is our belief that there are many exciting opportunities represented by space data and imagery, as a context for engaging mathematics, science, and technology education. The UNO Center for Space Data Use in Teaching and Learning being proposed in this document will encompass a comprehensive training and dissemination strategy that targets the improvement of K-12 education, through changes in the undergraduate and graduate preparation of teachers in science, mathematics and technology education.

KSC-2012-6384

NASA Image and Video Library

2012-12-04

CAPE CANAVERAL, Fla. – At the Kennedy Space Center Visitor Complex in Florida sixth-grade students are welcomed to an interactive science demonstration by Kerri Lubeski, senior educator and coordinator of Brevard Space Week for Delaware North Companies Parks and Resorts. Between Nov. 26 and Dec. 7, 2012, about 5,300 sixth-graders in Brevard County, Florida were bused to Kennedy's Visitor Complex for Brevard Space Week, an educational program designed to encourage interest in science, technology, engineering and mathematics STEM careers. Photo credit: NASA/Tim Jacobs

Sharing Planetary Exploration: The Education and Public Outreach Program for the NASA MESSENGER Mission to Orbit Mercury

NASA Astrophysics Data System (ADS)

Solomon, S. C.; Stockman, S.; Chapman, C. R.; Leary, J. C.; McNutt, R. L.

2003-12-01

The Education and Public Outreach (EPO) Program of the MESSENGER mission to the planet Mercury, supported by the NASA Discovery Program, is a full partnership between the project's science and engineering teams and a team of professionals from the EPO community. The Challenger Center for Space Science Education (CCSSE) and the Carnegie Academy for Science Education (CASE) are developing sets of MESSENGER Education Modules targeting grade-specific education levels across K-12. These modules are being disseminated through a MESSENGER EPO Website developed at Montana State University, an Educator Fellowship Program managed by CCSSE to train Fellows to conduct educator workshops, additional workshops planned for NASA educators and members of the Minority University - SPace Interdisciplinary Network (MU-SPIN), and existing inner-city science education programs (e.g., the CASE Summer Science Institute in Washington, D.C.). All lessons are mapped to national standards and benchmarks by MESSENGER EPO team members trained by the American Association for the Advancement of Science (AAAS) Project 2061, all involve user input and feedback and quality control by the EPO team, and all are thoroughly screened by members of the project science and engineering teams. At the college level, internships in science and engineering are provided to students at minority institutions through a program managed by MU-SPIN, and additional opportunities for student participation across the country are planned as the mission proceeds. Outreach efforts include radio spots (AAAS), museum displays (National Air and Space Museum), posters and traveling exhibits (CASE), general language books (AAAS), programs targeting underserved communities (AAAS, CCSSE, and MU-SPIN), and a documentary highlighting the scientific and technical challenges involved in exploring Mercury and how the MESSENGER team has been meeting these challenges. As with the educational elements, science and engineering team members are active partners in each of the public outreach efforts. MESSENGER fully leverages other NASA EPO programs, including the Solar System Exploration EPO Forum and the Solar System Ambassadors. The overarching goal of the MESSENGER EPO program is to convey the excitement of planetary exploration to students and the lay public throughout the nation.

Spitzer Space Telescope Research Program for Teachers and Students

NASA Astrophysics Data System (ADS)

Daou, D.

2005-12-01

The Spitzer Science Center (SSC) and the National Optical Astronomy Observatory (NOAO) have designed a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Space Telescope (SST) archives, and to receive training in infrared astronomy and observational techniques. The teachers also attended a workshop offered by the SSC to learn about the observation planning process, and telescope and instrument capabilities. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the Spitzer Space Telescope and work on their data with SSC and NOAO scientists. This program allows a team of 12 teachers and their students to utilize up to 3.5 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. Leveraging on a well-established teacher professional development, the SSC is offering this program to teachers in the Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing program at the NOAO. This NSF-sponsored program touches the formal education community through a national audience of well-trained and supported middle and high school teachers.

Scientists: Get Involved in Planetary Science Education and Public Outreach! Here’s How!

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Dalton, H.; Shipp, S.; CoBabe-Ammann, E.; Scalice, D.; Bleacher, L.; Wessen, A.

2013-10-01

The Planetary Science Education and Public Outreach (E/PO) Forum is a team of educators, scientists, and outreach professionals funded by NASA’s Science Mission Directorate (SMD) that supports SMD scientists currently involved in E/PO - or interested in becoming involved in E/PO efforts - to find ways to do so through a variety of avenues. There are many current and future opportunities and resources for scientists to become engaged in E/PO. The Forum provides tools for responding to NASA SMD E/PO funding opportunities (webinars and online proposal guides), a one-page Tips and Tricks guide for scientists to engage in education and public outreach, and a sampler of activities organized by thematic topic and NASA’s Big Questions in planetary science. Scientists can also locate resources for interacting with diverse audiences through a number of online clearinghouses, including: NASA Wavelength, a digital collection of peer-reviewed Earth and space science resources for educators of all levels (http://nasawavelength.org); the Year of the Solar System website (http://solarsystem.nasa.gov/yss), a presentation of thematic resources that includes background information, missions, the latest in planetary science news, and educational products, for use in the classroom and out, for teaching about the solar system organized by topic - volcanism, ice, astrobiology, etc.; and EarthSpace (http://www.lpi.usra.edu/earthspace), a community website where faculty can find and share resources and information about teaching Earth and space sciences in the undergraduate classroom, including class materials, news, funding opportunities, and the latest education research. Also recently developed, the NASA SMD Scientist Speaker’s Bureau (http://www.lpi.usra.edu/education/speaker) offers an online portal to connect scientists interested in getting involved in E/PO projects - giving public talks, classroom visits, and virtual connections - with audiences. Learn more about the opportunities to become involved in E/PO and to share your science with students, educators, and the general public at http://smdepo.org.

Education in space science

NASA Astrophysics Data System (ADS)

Philbrick, C. Russell

2005-08-01

The educational process for teaching space science has been examined as a topic at the 17th European Space Agency Symposium on European Rocket and Balloon, and Related Research. The approach used for an introductory course during the past 18 years at Penn State University is considered as an example. The opportunities for using space science topics to motivate the thinking and efforts of advanced undergraduate and beginning graduate students are examined. The topics covered in the introductory course are briefly described in an outline indicating the breath of the material covered. Several additional topics and assignments are included to help prepare the students for their careers. These topics include discussions on workplace ethics, project management, tools for research, presentation skills, and opportunities to participate in student projects.

NASA's SMD Cross-Forum Resources for Supporting Scientist Engagement in Education and Public Outreach Activities

NASA Astrophysics Data System (ADS)

Buxner, S.; Cobabe-Ammann, E. A.; Hsu, B. C.; Sharma, M.; Peticolas, L. M.; Schwerin, T. G.; Shipp, S. S.; Smith, D.

2012-12-01

Sharing the excitement of ongoing scientific discoveries is an important aspect of scientific activity for researchers. Directly engaging scientists in education and public outreach (E/PO) activities has the benefit of directly connecting the public to those who engage in scientific activities. A shortage of training in education methods, public speaking, and working with various public audiences increases barriers to engaging scientists in these types in E/PO activities. NASA's Science Mission Directorate (SMD) Education and Public forums (astrophysics, earth science, heliophysics, and planetary science) support scientists currently involved in E/PO and who are interested in becoming involved in E/PO through a variety of avenues. Over the past three years, the forums have developed a variety of resources to help engage scientists in education and public outreach. We will showcase the following resources developed through the SMD E/PO cross-forum efforts: Professional development resources for writing NASA SMD E/PO proposals (webinars and other online tools), ongoing professional development at scientific conferences to increase scientist engagement in E/PO activities, toolkits for scientists interested in best practices in E/PO (online guides for K-12 education and public outreach), toolkits to inform scientists of science education resources developed within each scientific thematic community, EarthSpace (a community web space where instructors can find and share about teaching space and earth sciences in the undergraduate classroom, including class materials news and funding opportunities, and the latest education research, http://www.lpi.usra.edu/earthspace/), thematic resources for teaching about SMD science topics, and an online database of scientists interested in connecting with education programs. Learn more about the Forum and find resources at http://smdepo.org/.

Annual program analysis of the NASA Space Life Sciences Research and Education Support Program

NASA Technical Reports Server (NTRS)

1994-01-01

The basic objectives of this contract are to stimulate, encourage, and assist research and education in NASA life sciences. Scientists and experts from a number of academic and research institutions in this country and abroad are recruited to support NASA's need to find a solution to human physiological problems associated with living and working in space and on extraterrestrial bodies in the solar system. To fulfill the contract objectives, a cadre of staff and visiting scientists, consultants, experts, and subcontractors has been assembled into a unique organization dedicated to the space life sciences. This organization, USRA's Division of Space Life Sciences, provides an academic atmosphere, provides an organizational focal point for science and educational activities, and serves as a forum for the participation of eminent scientists in the biomedical programs of NASA. The purpose of this report is to demonstrate adherence to the requirement of Contract NAS9-18440 for a written review and analysis of the productivity and success of the program. In addition, this report makes recommendations for future activities and conditions to further enhance the objectives of the program and provides a self-assessment of the cost performance of the contract.

The art and science of mission patches and their origins in society

NASA Astrophysics Data System (ADS)

Brumfitt, A.; Thompson, L. A.; Raitt, D.

2008-06-01

Space exploration utilizes some of the latest and highest technology available to human kind; synonymous with space exploration is the mission patch. This specialized art form popularizes the exploration of space with millions of mission patches sold around the world. Space tourism and education centres like the Kennedy Space Centre rely heavily on each space shuttle launch to support their merchandising of mission patches, from the traditional sew on badge to T shirts. Do mission patches tell a story? Are they Art? What is the origin and role of this art form in society? The art form of space mission patches combines the 21st century relevance with heraldic origins predating the ninth century. The space mission patch is designed by the astronauts themselves if it is a manned mission. As an education tool teachers and educators use the space mission patch to engage their students in the excitement of space exploration, the mission patch design is utilized as an education tool in literature, science and art. The space mission patch is a particularly powerful message medium. This paper looks at the origins of the space mission patch, its relevance to art and its impact on society.

Opportunities for Space Science Education Using Current and Future Solar System Missions

NASA Astrophysics Data System (ADS)

Matiella Novak, M.; Beisser, K.; Butler, L.; Turney, D.

2010-12-01

The Education and Public Outreach (E/PO) office in The Johns Hopkins University Applied Physics Laboratory (APL) Space Department strives to excite and inspire the next generation of explorers by creating interactive education experiences. Since 1959, APL engineers and scientists have designed, built, and launched 61 spacecraft and over 150 instruments involved in space science. With the vast array of current and future Solar System exploration missions available, endless opportunities exist for education programs to incorporate the real-world science of these missions. APL currently has numerous education and outreach programs tailored for K-12 formal and informal education, higher education, and general outreach communities. Current programs focus on Solar System exploration missions such as the Compact Reconnaissance Imaging Spectrometer for Mars (CRISM), Miniature Radio Frequency (Mini-RF) Moon explorer, the Radiation Belt Storm Probes (RBSP), New Horizons mission to Pluto, and the Thermosphere Ionosphere Mesosphere Energetics and Dynamics (TIMED) Satellite, to name a few. Education and outreach programs focusing on K-12 formal education include visits to classrooms, summer programs for middle school students, and teacher workshops. APL hosts a Girl Power event and a STEM (Science, Technology, Engineering, and Mathematics) Day each year. Education and outreach specialists hold teacher workshops throughout the year to train educators in using NASA spacecraft science in their lesson plans. High school students from around the U.S. are able to engage in NASA spacecraft science directly by participating in the Mars Exploration Student Data Teams (MESDT) and the Student Principal Investigator Programs. An effort is also made to generate excitement for future missions by focusing on what mysteries will be solved. Higher education programs are used to recruit and train the next generation of scientists and engineers. The NASA/APL Summer Internship Program offers a unique glimpse into the Space Department’s “end-to-end” approach to mission design and execution. College students - both undergraduate and graduate - are recruited from around the U.S. to work with APL scientists and engineers who act as mentors to the students. Many students are put on summer projects that allow them to work with existing spacecraft systems, while others participate in projects that investigate the operational and science objectives of future planned spacecraft systems. In many cases these interns have returned to APL as full-time staff after graduation.

Implications of the Next Generation Science Standards for Earth and Space Sciences

NASA Astrophysics Data System (ADS)

Wysession, M. E.; Colson, M.; Duschl, R. A.; Huff, K.; Lopez, R. E.; Messina, P.; Speranza, P.; Matthews, T.; Childress, J.

2012-12-01

The Next Generation Science Standards (NGSS), due to be released in 2013, set a new direction for K-12 science education in America. These standards will put forth significant changes for Earth and space sciences. The NGSS are based upon the recommendations of the National Research Council's 2011 report "A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas." The standards are being written by a large group of authors who represent many different constituencies, including 26 participating states, in a process led by Achieve, Inc. The standards encourage innovative ways to teach science at the K-12 level, including enhanced integration between the content, practices, and crosscutting ideas of science and greater assimilation among the sciences and engineering, and among the sciences, mathematics, and English language arts. The NGSS presents a greater emphasis on Earth and space sciences than in previous standards, recommending a year at both the middle and high school levels. The new standards also present a greater emphasis on areas of direct impact between humans and the Earth system, including climate change, natural hazards, resource management, and sustainability.

USA Science and Engineering Festival

NASA Image and Video Library

2010-10-23

Young visitors to the inaugural USA Science and Engineering Festival at the National Mall in Washington, D.C., learn about the life cycle of a star at an exhibit sponsored by the John C. Stennis Space Center Education Office. Stennis personnel participated in the final weekend of the Oct. 10-24 festival with education activities and to present information on its new Spaced Out Sports Design Challenge.

Twelve Years of Education and Public Outreach with the Fermi Gamma-ray Space Telescope

NASA Astrophysics Data System (ADS)

Cominsky, Lynn R.; McLin, K. M.; Simonnet, A.; Fermi E/PO Team

2013-04-01

During the past twelve years, NASA's Fermi Gamma-ray Space Telescope has supported a wide range of Education and Public Outreach (E/PO) activities, targeting K-14 students and the general public. The purpose of the Fermi E/PO program is to increase student and public understanding of the science of the high-energy Universe, through inspiring, engaging and educational activities linked to the mission’s science objectives. The E/PO program has additional more general goals, including increasing the diversity of students in the Science, Technology, Engineering and Mathematics (STEM) pipeline, and increasing public awareness and understanding of Fermi science and technology. Fermi's multi-faceted E/PO program includes elements in each major outcome category: ● Higher Education: Fermi E/PO promotes STEM careers through the use of NASA data including research experiences for students and teachers (Global Telescope Network), education through STEM curriculum development projects (Cosmology curriculum) and through enrichment activities (Large Area Telescope simulator). ● Elementary and Secondary education: Fermi E/PO links the science objectives of the Fermi mission to well-tested, customer-focused and NASA-approved standards-aligned classroom materials (Black Hole Resources, Active Galaxy Education Unit and Pop-up book, TOPS guides, Supernova Education Unit). These materials have been distributed through (Educator Ambassador and on-line) teacher training workshops and through programs involving under-represented students (after-school clubs and Astro 4 Girls). ● Informal education and public outreach: Fermi E/PO engages the public in sharing the experience of exploration and discovery through high-leverage multi-media experiences (Black Holes planetarium and PBS NOVA shows), through popular websites (Gamma-ray Burst Skymap, Epo's Chronicles), social media (Facebook, MySpace), interactive web-based activities (Space Mysteries, Einstein@Home) and activities by amateur astronomers nation-wide (Supernova! Toolkit). This poster highlights various facets of the Fermi E/PO program.

NASA Astrophysics E/PO: The Impact of the Space Telescope Science Institute Office of Public Outreach

NASA Astrophysics Data System (ADS)

Smith, Denise A.; Jirdeh, Hussein; Eisenhamer, Bonnie; Villard, Ray

2015-01-01

As the science operations center for Hubble and Webb, the Space Telescope Science Institute (STScI) is uniquely positioned to captivate the imagination and inspire learners of all ages in humanity's quest to understand fundamental questions about our universe and our place in it. With the 25th anniversary of Hubble's launch and deployment approaching in April 2015, this presentation will provide an overview of the impact of the STScI's Office of Public Outreach's programs to engage students, educators, and the public in exploring the universe through audience-based news, education, and outreach programs. At the heart of our programs lies a tight coupling of scientific, education, and communications expertise. By partnering scientists and educators, we assure current, accurate science content and education products and programs that are classroom-ready and held to the highest pedagogical standards. Likewise, news and outreach programs accurately convey cutting-edge science and technology in a way that is attuned to audience needs. The combination of Hubble's scientific capabilities and majestic imagery, together with a deep commitment to creating effective programs to share Hubble science with the education community and the public, has enabled the STScI Office of Public Outreach programs to engage 6 million students and ½ million educators per year, and 24 million online viewers per year. Hubble press releases generate approximately 5,000 online news articles per year with an average circulation of 125 million potential readers per press release news story. We will also share how best practices and lessons learned from this long-lived program are already being applied to engage a new generation of explorers in the science and technology of the James Webb Space Telescope.

What Does It Means to Be a Critical Scholar? A Metalogue between Science Education Doctoral Students

ERIC Educational Resources Information Center

Cian, Heidi; Dsouza, Nikeetha; Lyons, Renee; Alston, Daniel

2017-01-01

This manuscript is written in response to Lydia Burke and Jesse Bazzul's article "Locating a space of criticality as new scholars in science education". As doctoral students finding our place in the culture of science education, we respond by discussing our journeys towards the development of a scholarly identity, with particular focus…

Space education in the context of U.S. Government multiagency efforts in science and mathematics education

NASA Technical Reports Server (NTRS)

Finarelli, Margaret G.; Brown, Robert W.

1991-01-01

The status of a multiagency endeavor to involve U.S. Federal agencies in the attainment of National Education Goals for the 1990's is presented. Emphasis is placed on the educational activities of NASA, which is one of 16 Federal agencies on the Federal Coordinating Council for Science, Engineering and Technology. NASA's is a prototype education program for achieving excellence in mathematics and science in the coming generations of Americans.

Postcolonial foldings of space and identity in science education: limits, transformations, prospects

NASA Astrophysics Data System (ADS)

Zembylas, Michalinos; Avraamidou, Lucy

2008-12-01

The four essays reviewed here constitute a worthwhile attempt to discuss various aspects of postcolonial theory, and offer constructive ideas to ongoing academic as well as public conversations with respect to whether science education can meet the challenges of educating an increasingly diverse population in the 21st century. These essays are grounded in the assumption that it is difficult to make meaningful and transformative changes in science education so that educators' efforts take into consideration the dramatic changes (i.e., diverse culture and racial origins, language, economic status etc.) of `an era of globalization' in order to meet the demands of today's schools. Each of these four essays problematizes various aspects of the social and cultural conditions of science education nowadays using different `postcolonial' ideas to interpret the implications for science learning and teaching. Although the term `postcolonial' has certainly multiple meanings in the literature, we use this term here to describe the philosophical position of these essays to challenge long-standing and hegemonic practices and taken-for-granted assumptions in science education. Through critical analysis of these essays, we engage in a dialogue with the authors, focusing on two of what seem crucial issues in understanding the potential contributions as well as the risks of postcolonial concepts in science education; these issues are space and identity. We choose these issues because they permeate all four essays in interesting and often provocative ways.

Space-Based Astronomy: An Educator Guide with Activities for Science, Mathematics, and Technology Education.

ERIC Educational Resources Information Center

Vogt, Gregory L.

This educator's guide features activities for science, mathematics, and technology education. The activities in this curriculum guide were developed based on the hands-on approach. The guide starts with introductory information and is followed by five units: (1) "The Atmospheric Filter"; (2) "The Electromagnetic Spectrum"; (3)…

KSC-04PD-2193

NASA Technical Reports Server (NTRS)

2004-01-01

KENNEDY SPACE CENTER, FLA. From left, Carl Benoit, senior national science consultant, Pearson Scott Foresman; Paul McFall, president, Pearson Scott Foresman; Dr. Adena Williams Loston, NASA chief education officer; and James Lippe, science product manager, Pearson Scott Foresman, participate in the unveiling of 'The Science in Space Challenge' at the Doubletree Hotel in Orlando, Fla. The national challenge program is sponsored by NASA and Pearson Scott Foresman, publisher of pre-K through grade six educational books. To participate in the challenge, teachers may submit proposals, on behalf of their students, for a science and technology investigation. Astronauts will conduct the winning projects on a Space Shuttle mission or on the International Space Station, while teachers and students follow along via television or the Web. For more information about the announcement, see the news release at http://www.nasa.gov/home/hqnews/2004/oct/HQ_04341_publication.htm l.

KSC-04PD-2194

NASA Technical Reports Server (NTRS)

2004-01-01

KENNEDY SPACE CENTER, FLA. From left, NASA astronaut Patrick Forrester; Paul McFall, president, Pearson Scott Foresman; Dr. Adena Williams Loston, NASA chief education officer; James Lippe, science product manager, Pearson Scott Foresman; and Carl Benoit, senior national science consultant, Pearson Scott Foresman, participate in the unveiling of 'The Science in Space Challenge' at the Doubletree Hotel in Orlando, Fla. The national challenge program is sponsored by NASA and Pearson Scott Foresman, publisher of pre-K through grade six educational books. To participate in the challenge, teachers may submit proposals, on behalf of their students, for a science and technology investigation. Astronauts will conduct the winning projects on a Space Shuttle mission or on the International Space Station, while teachers and students follow along via television or the Web. For more information about the announcement, see the news release at http://www.nasa.gov/home/hqnews/2004/oct/HQ_04341_publication.htm l.

Questioning the Fidelity of the "Next Generation Science Standards" for Astronomy and Space Sciences Education

ERIC Educational Resources Information Center

Slater, Stephanie J.; Slater, Timothy F.

2015-01-01

Although the Next Generation Science Standards (NGSS) are not federally mandated national standards or performance expectations for K-12 schools in the United States, they stand poised to become a de facto national science and education policy, as state governments, publishers of curriculum materials, and assessment providers across the country…

Collaborating with the International Planetarium Society

NASA Astrophysics Data System (ADS)

Sohus, A. M.

2001-12-01

The International Planetarium Society (IPS) (http://www.ips-planetarium.org/) is the largest professional organization of planetariums in the world. It has members on nearly every continent serving millions of visitors each year. About 70 percent of the IPS members are school-based planetariums. The planetarium staff is the "front-line" in their local communities whenever an interesting event is happening in space, whether it is a meteor shower, a shuttle flight, or a Mars landing. Local media and educators, as well as the general public, call upon them to explain and comment on space events for their local communities. The number one request from the planetarium community is for images. Led by the Solar System Exploration Education and Public Outreach Forum, NASA's Office of Space Science Education Network (http://spacescience.nasa.gov/education/resources/ecosystem/index.htm) is deepening its relationship with IPS by formalizing grassroots efforts to supply the planetarium professionals with the latest news, results, images, and plans regarding NASA's space science missions. A tool developed to alert planetariums and museums to upcoming events - even several years in the future - is the decade-at-a-glance Solar System Exploration calendar of mission launches and events (http://solarsystem.nasa.gov/whatsnew/calendar.html). This calendar allows users to click on events for more information. Expansion of this calendar to encompass all NASA Space Science missions is planned. Training sessions for planetarium and museum staff and docents are also under discussion. This work is supported by NASA's Office of Space Science.

The Rural Outreach Science Education Opportunities (ROSEO) Project in Northern Colorado

NASA Astrophysics Data System (ADS)

TeBockhorst, D.; Radman, C.; Geiselman, A.; Culver, R. B.

2005-05-01

Science education in the rural areas of Northern Colorado has historically suffered from both a limited access to the science education facilities which are located along the base of the Northern Colorado Front Range as well as from the limited resources available within the school districts themselves. The ROSEO project seeks to address some of these issues through the initiation of an outreach effort to these rural areas and the subsequent establishment of an in-depth, rurally oriented test-bed teacher training program in astronomy and space science. The central vehicle for the implementation of this program is the Science Discovery Center which was founded in 1989 in Fort Collins, Colorado and has since established itself as a high-quality resource for science education in the Northern Colorado region. In this presentation we describe the use of a travelling portable Starlab as an outreach tool by which planetarium simulations of the night sky can be provided in a regular on-site daytime classroom environment to large numbers of students over extensive areas of Northern Colorado. Such a classroom experience can serve as the starting point for the discussion of a wide variety of topics in astronomy and space science. It is hoped that the information gained from these outreach efforts will ultimately lead to the development of an educational template which will be of considerable use to other rural areas in circumstances similiar to those found in Northern Colorado. This work is funded by the Space Telescope Science Institute of the NASA-IDEAS grant program.

BioSIGHT: Interactive Visualization Modules for Science Education

NASA Technical Reports Server (NTRS)

Wong, Wee Ling

1998-01-01

Redefining science education to harness emerging integrated media technologies with innovative pedagogical goals represents a unique challenge. The Integrated Media Systems Center (IMSC) is the only engineering research center in the area of multimedia and creative technologies sponsored by the National Science Foundation. The research program at IMSC is focused on developing advanced technologies that address human-computer interfaces, database management, and high- speed network capabilities. The BioSIGHT project at IMSC is a demonstration technology project in the area of education that seeks to address how such emerging multimedia technologies can make an impact on science education. The scope of this project will help solidify NASA's commitment for the development of innovative educational resources that promotes science literacy for our students and the general population as well. These issues must be addressed as NASA marches towards the goal of enabling human space exploration that requires an understanding of life sciences in space. The IMSC BioSIGHT lab was established with the purpose of developing a novel methodology that will map a high school biology curriculum into a series of interactive visualization modules that can be easily incorporated into a space biology curriculum. Fundamental concepts in general biology must be mastered in order to allow a better understanding and application for space biology. Interactive visualization is a powerful component that can capture the students' imagination, facilitate their assimilation of complex ideas, and help them develop integrated views of biology. These modules will augment the role of the teacher and will establish the value of student-centered interactivity, both in an individual setting as well as in a collaborative learning environment. Students will be able to interact with the content material, explore new challenges, and perform virtual laboratory simulations. The BioSIGHT effort is truly cross-disciplinary in nature and requires expertise from many areas including Biology, Computer Science, Electrical Engineering, Education, and the Cognitive Sciences. The BioSIGHT team includes a scientific illustrator, educational software designer, computer programmers as well as IMSC graduate and undergraduate students. Our collaborators include TERC, a research and education organization with extensive k-12 math and science curricula development from Cambridge, MA.; SRI International of Menlo Park, CA.; teachers and students from local area high schools (Newbury Park High School, USC's Family of Five schools, Chadwick School, and Pasadena Polytechnic High School).

Improving Early Career Science Teachers' Ability to Teach Space Science

NASA Astrophysics Data System (ADS)

Schultz, G. R.; Slater, T. F.; Wierman, T.; Erickson, J. G.; Mendez, B. J.

2012-12-01

The GEMS Space Science Sequence is a high quality, hands-on curriculum for elementary and middle schools, created by a national team of astronomers and science educators with NASA funding and support. The standards-aligned curriculum includes 24 class sessions for upper elementary grades targeting the scale and nature of Earth's, shape, motion and gravity, and 36 class sessions for middle school grades focusing on the interactions between our Sun and Earth and the nature of the solar system and beyond. These materials feature extensive teacher support materials which results in pre-test to post-test content gains for students averaging 22%. Despite the materials being highly successful, there has been a less than desired uptake by teachers in using these materials, largely due to a lack of professional development training. Responding to the need to improve the quantity and quality of space science education, a collaborative of space scientists and science educators - from the University of California, Berkeley's Lawrence Hall of Science (LHS) and Center for Science Education at the Space Sciences Laboratory (CSE@SSL), the Astronomical Society of the Pacific (ASP), the University of Wyoming, and the CAPER Center for Astronomy & Physics Education - experimented with a unique professional development model focused on helping master teachers work closely with pre-service teachers during their student teaching internship field experience. Research on the exodus of young teachers from the teaching profession clearly demonstrates that early career teachers often leave teaching because of a lack of mentoring support and classroom ready curriculum materials. The Advancing Mentor and Novice Teachers in Space Science (AMANTISS) team first identified master teachers who supervise novice, student teachers in middle school, and trained these master teachers to use the GEMS Space Science Sequence for Grades 6-8. Then, these master teachers were mentored in how to coach their assigned interning student teachers in using the GEMS Space Science Sequence. As such, the project targeted the high leverage point of early career teachers who may well go on to use the GEMS materials for the next 30 years of their teaching careers, impacting potentially many hundreds of students. External evaluation showed that the novice teachers mentored by the master teachers felt knowledgeable about the topics covered in the four units after teaching the Space Science units. However, they seemed relatively less confident about the solar system, and objects beyond the solar system, which are covered in Units 3 and 4, respectively. This may be due to the fact that not all of them taught these units. Overall, mentees felt strongly on the post-survey taken at the end of the year that they have acquired good strategies for teaching the various topics, suggesting that the support they received while teaching and working with a mentor was of real benefit to them. The main challenges reported by the novice teachers were not having time to meet or talk with their mentors, and having different approaches to teaching from their mentors. In general, however, the novice teachers had very positive experiences with their mentor teachers and the curriculum materials provided.

MESSENGER Education and Public Outreach Arranges a Ride to the Innermost Planet

NASA Astrophysics Data System (ADS)

Weir, H. M.; Chapman, C. R.; Edmonds, J.; Goldstein, J.; Hallau, K. G.; Hirshon, B.; Vanhala, H.; Solomon, S. C.; Messenger Education; Public Outreach Team

2010-12-01

Exploration of the mysterious planet Mercury offers an unprecedented opportunity for teachers, students, and citizens to tag along for the ride, and the Education and Public Outreach (EPO) Team for MESSENGER (MErcury Surface, Space ENvironment, GEochemistry, and Ranging) is making sure the public gets quite a show. Since 2004, when MESSENGER was launched, MESSENGER has been gathering intriguing data and information about the Solar System's innermost planet. That journey will continue at a quickened pace after March 18, 2011, when MESSENGER enters into orbit around Mercury for one year of observations of the planet and its environment. The EPO Team - an extensive network of individuals and institutions - has sought to convey the excitement and complexity of the mission as MESSENGER's team overcomes challenges, achieves triumphs, and shares the adventure of space exploration with the American and global public. The EPO Team has developed a broad and comprehensive set of educational and outreach activities, ranging from curricular materials, teacher training, and unique mission-related student investigations to museum displays and special outreach to underserved communities and minority students. One of the most visible aspects of this effort is the MESSENGER Educator Fellows program: master science educators who conduct teacher training workshops throughout the nation for pre-K-12 educators. Educator Fellows train teachers on the EPO Team's MESSENGER Education Modules, which are also relevant to other NASA missions reaching important milestones this year (see http://www.messenger-education.org/teachers/educ_modules.php). By the time MESSENGER goes into orbit, Educator Fellows will have trained an estimated 18,000 teachers, who in turn, facilitate classroom experiences to over 1.8 million students. The EPO Team comprises individuals from the American Association for the Advancement of Science (AAAS); Carnegie Academy for Science Education (CASE); Center for Educational Resources (CERES) at Montana State University (MSU) - Bozeman; National Center for Earth and Space Science Education (NCESSE); Johns Hopkins University Applied Physics Laboratory (JHU/APL); National Air and Space Museum (NASM); Science Systems and Applications, Inc. (SSAI); and Southwest Research Institute (SwRI).

Family and Consumer Sciences: A Facility Planning and Design Guide for School Systems.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore.

This document presents design concepts and considerations for planning and developing middle and high school family and consumer sciences education facilities. It includes discussions on family and consumer sciences education trends and the facility planning process. Design concepts explore multipurpose laboratories and spaces for food/nutrition…

NASA/MSFC/NSSTC Science Communication Roundtable

NASA Technical Reports Server (NTRS)

Adams, M. L.; Gallagher, D. L.; Koczor, R.; Six, N. Frank (Technical Monitor)

2002-01-01

The Science Directorate at Marshall Space Flight Center (MSFC) conducts a diverse program of Internet-based science communication through a Science Roundtable process. The Roundtable includes active researchers, writers, NASA public relations staff, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news to inform, involve, and inspire students and the public about science. We describe here the process of producing stories, results from research to understand the science communication process, and we highlight each member of our Web family.

Strategies Which Foster Broad Use and Deployment of Earth and Space Science Informal and Formal Education Resources

NASA Technical Reports Server (NTRS)

Meeson, Blanche W.; Gabrys, Robert; Ireton, M. Frank; Einaudi, Franco (Technical Monitor)

2001-01-01

Education projects supported by federal agencies and carried out by a wide range of organizations foster learning about Earth and Space systems science in a wide array of venues. Across these agencies a range of strategies are employed to ensure that effective materials are created for these diverse venues. And that these materials are deployed broadly so that a large spectrum of the American Public, both adults and children alike, can learn and become excited by the Earth and space system science. This session will highlight some of those strategies and will cover representative examples to illustrate the effectiveness of the strategies. Invited speakers from selected formal and informal educational efforts will anchor this session. Speakers with representative examples are encouraged to submit abstracts for the session to showcase the strategies which they use.

The International Heliophysical Year Education and Outreach Program

NASA Astrophysics Data System (ADS)

Rabello-Soares, M.; Morrow, C.; Thompson, B.

2006-12-01

The International Heliophysical Year (IHY) will celebrate the 50th anniversary of the International Geophysical Year (IGY) and will continue its tradition of international research collaboration. The term "heliophysical" is an extension of the term "geophysical", where the Earth, Sun & Solar System are studied not as separate domains but through the universal processes governing the heliosphere. IHY represents a logical next-step, extending the studies into the heliosphere and thus including the drivers of geophysical change. The main goal of IHY Education and Outreach Program is to create more global access to exemplary resources in space and earth science education and public outreach. By taking advantage of the IHY organization with representatives in every nation and in the partnership with the United Nations Basic Space Science Initiative (UNBSSI), we aim to promote new international partnerships. Our goal is to assist in increasing the visibility and accessibility of exemplary programs and in the identification of formal or informal educational products that would be beneficial to improve the space and earth science knowledge in a given country; leaving a legacy of enhanced global access to resources and of world-wide connectivity between those engaged in education and public outreach efforts that are related to IHY science. Here we describe the IHY Education and Outreach Program, how to participate and the benefits in doing so. ~

KENNEDY SPACE CENTER, FLA. - Visitors stop at the Orbital Sciences booth during Space Congress Week, held April 29-May 2, 2003, in Cape Canaveral, Fla. The Space Congress is an international conference that gathers attendees from the scientific community, the space industry workforce, educators and local supporting industries. This year's event commemorated the 40th anniversary of the Kennedy Space Center and the Centennial of Flight. The theme for the Space Congress was "Linking the Past to the Future: A Celebration of Space."

NASA Image and Video Library

2003-04-30

KENNEDY SPACE CENTER, FLA. - Visitors stop at the Orbital Sciences booth during Space Congress Week, held April 29-May 2, 2003, in Cape Canaveral, Fla. The Space Congress is an international conference that gathers attendees from the scientific community, the space industry workforce, educators and local supporting industries. This year's event commemorated the 40th anniversary of the Kennedy Space Center and the Centennial of Flight. The theme for the Space Congress was "Linking the Past to the Future: A Celebration of Space."

Teaching, Learning, and Planetary Exploration

NASA Technical Reports Server (NTRS)

Brown, Robert A.

2002-01-01

This is the final report of a program that examined the fundamentals of education associated with space activities, promoted educational policy development in appropriate forums, and developed pathfinder products and services to demonstrate the utility of advanced communication technologies for space-based education. Our focus was on space astrophysics and planetary exploration, with a special emphasis on the themes of the Origins Program, with which the Principal Investigator (PI) had been involved from the outset. Teaching, Learning, and Planetary Exploration was also the core funding of the Space Telescope Science Institute's (ST ScI) Special Studies Office (SSO), and as such had provided basic support for such important NASA studies as the fix for Hubble Space Telescope (HST) spherical aberration, scientific conception of the HST Advanced Camera, specification of the Next-Generation Space Telescope (NGST), and the strategic plan for the second decade of the HST science program.

The 2017 Total Solar Eclipse: Through the Eyes of NASA

NASA Astrophysics Data System (ADS)

Mayo, Louis; NASA Goddard Heliophysics Education Consortium

2017-10-01

The August 21st, 2017 Total Solar Eclipse Across America provided a unique opportunity to teach event-based science to nationwide audiences. NASA spent over three years planning space and Earth science education programs for informal audiences, undergraduate institutions, and life long learners to bring this celestial event to the public through the eyes of NASA. This talk outlines how NASA used its unique assets including mission scientists and engineers, space based assets, citizen science, educational technology, science visualization, and its wealth of science and technology partners to bring the eclipse to the country through multimedia, cross-discipline science activities, curricula, and media programing. Audience reach, impact, and lessons learned are detailed. Plans for similar events in 2018 and beyond are outlined.

INFINITY Science Center taking shape

NASA Image and Video Library

2010-09-06

Construction of the new INFINITY Science Center is proceeding just west of the Mississippi Welcome Center at exit 2 on Interstate 10. Roy Anderson Corp. of Gulfport is building the 72,000-squarefoot, $43 million science and education center, which will feature a space gallery and an Earth gallery to showcase the science underpinning missions of the agencies at Stennis Space Center. The project is being spearheaded by INFINITY Science Center, Inc., a non-profit corporation led by Gulfport Mayor George Schloegel and Apollo 13 astronaut Fred Haise, in partnership with NASA, the state of Mississippi and private donors. When completed, it will serve as the official Stennis visitors center and will be home to the NASA Educator Resource Center.

Space to Grow: LCOGT.net and Improving Science Engagement in Schools

ERIC Educational Resources Information Center

Danaia, Lena; McKinnon, David; Parker, Quentin; Fitzgerald, Michael; Stenning, Paul

2012-01-01

Space to Grow is an Australian Research Council Grant that engages high school students in real science and supports their teachers in implementing inquiry-based approaches using astronomy as the focus. Currently, Grade 9-12 students and their science teachers from three educational jurisdictions in one Australian state are acquiring, and making…

NASA Wavelength: A Full Spectrum of NASA Resources for Earth and Space Science Education

NASA Astrophysics Data System (ADS)

Smith, D. A.; Schwerin, T. G.; Peticolas, L. M.; Porcello, D.; Kansa, E.; Shipp, S. S.; Bartolone, L.

2013-12-01

The NASA Science Education and Public Outreach Forums have developed a digital library--NASAWavelength.org--that enables easy discovery and retrieval of thousands of resources from the NASA Earth and space science education portfolio. The system has been developed based on best practices in the architecture and design of web-based information systems. The design style and philosophy emphasize simple, reusable data and services that facilitate the free flow of data across systems. The primary audiences for NASA Wavelength are STEM educators (K-12, higher education and informal education) as well as scientists, education and public outreach professionals who work with K-12, higher education, and informal education. A NASA Wavelength strandmap service features the 19 AAAS strandmaps that are most relevant to NASA science; the service also generates all of the 103 AAAS strandmaps with content from the Wavelength collection. These maps graphically and interactively provide connections between concepts as well as illustrate how concepts build upon one another across grade levels. New features have been developed for this site based on user feedback, including list-building so that users can create and share individual collections within Wavelength. We will also discuss potential methods for integrating the Next Generation Science Standards (NGSS) into the search and discovery tools on NASA Wavelength.

NAROM - a national laboratory for space education and student rockets

NASA Astrophysics Data System (ADS)

Hansen, Arne Hjalmar; Larsen, May Aimee; Østbø, Morten

2001-08-01

Despite a considerable growth in space related industry and scientific research over the past few decades, space related education has largely been neglected in our country. NAROM - the National Centre for Space Related Education - was formed last year to organize space related educational activities, to promote recruitment, to promote appreciation for the benefits of space activities, and to stimulate interest for science in general. This year, nine students from Narvik Engineering College have participated in the Hotel Payload Project (HPP) at Anøya Rocket Range. They have thus played an active and essential role in an ongoing engineering project.

NAROM- a national Laboratory for space education

NASA Astrophysics Data System (ADS)

Hansen, Arne Hjalmar; Østbø, Morten

2002-07-01

Despite a considerable growth in space related industry and scientific research over the past few decades, space related education has largely been neglected in our country. NAROM - the National Centre for Space Related Education - was formed last year to organize space related educational activities, to promote recruitment, to promote appreciation for the benefits of space activities, and to stimulate interest for science in general. This year, nine students from Narvik Engineering College have participated in the Hotel Payload Project (HPP) at Andøya Rocket Range. They have thus played an active and essential role in an ongoing engineering project.

Science in a Box: An Educator Guide with NASA Glovebox Activities in Science, Math, and Technology.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC. Education Dept.

The Space Shuttle and International Space Station provide a unique microgravity environment for research that is a critical part of the National Aeronautics and Space Administration's (NASA) mission to improve the quality of life on Earth and enable the health and safety of space explorers for long duration missions beyond our solar system. This…

Explorers Program Management

NASA Technical Reports Server (NTRS)

Volpe, Frank; Comberiate, Anthony B. (Technical Monitor)

2001-01-01

The mission of the Explorer Program is to provide frequent flight opportunities for world-class scientific investigations from space within the following space science themes: 1) Astronomical Search for Origins and Planetary Systems; 2) Structure and Evolution of the Universe; and 3) The Sun-Earth Connection. America's space exploration started with Explorer 1 which was launched February 1, 1958 and discovered the Van Allen Radiation Belts. Over 75 Explorer missions have flown. The program seeks to enhance public awareness of, and appreciation for, space science and to incorporate. educational and public outreach activities as integral parts of space science investigations.

The Uses of the National Information Infrastructure in Providing Services to Small Industry, State and Local Governments, and Education in Rural Areas. Hearing before the Subcommittee on Science, Technology, and Space of the Committee on Commerce, Science, and Transportation. United States Senate, One Hundred Fourth Congress, First Session (Billings, Montana).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Commerce, Science, and Transportation.

The Senate Subcommittee on Science, Technology, and Space held a hearing in Billings, Montana, on rural America's access to the National Information Infrastructure (NII) and uses of NII in the provision of rural education and services. An Assistant Secretary of Commerce discussed the development of the Internet, problems in rural access to the…

Teacher training

NASA Image and Video Library

2012-06-14

Mississippi educators participated in a variety of hands-on activities, including rocketry, robotics, and NASA's BEST (Beginning Engineering, Science, and Technology) during a pair of during a pair of professional development workshops conducted by Stennis Space Center educators in June. On June 14, Stennis educators presented workshops to 96 kindergarten-through-12th-grade science teachers and eight Jackson State University faculty, as part of JSU's Project MAST (Mississippi Academy for Science Teaching) Project. On June 21, educators presented workshops in Starkville to 43 fourth-through-eighth-grade science teachers as part of Mississippi State University's Advancing Teachers of Middle School Science initiative.

Space Science Education Resource Directory

NASA Astrophysics Data System (ADS)

Christian, C. A.; Scollick, K.

The Office of Space Science (OSS) of NASA supports educational programs as a by-product of the research it funds through missions and investigative programs. A rich suite of resources for public use is available including multimedia materials, online resources, hardcopies and other items. The OSS supported creation of a resource catalog through a group lead by individuals at STScI that ultimately will provide an easy-to-use and user-friendly search capability to access products. This paper describes the underlying architecture of that catalog, including the challenge to develop a system for characterizing education products through appropriate metadata. The system must also be meaningful to a large clientele including educators, scientists, students, and informal science educators. An additional goal was to seamlessly exchange data with existing federally supported educational systems as well as local systems. The goals, requirements, and standards for the catalog will be presented to illuminate the rationale for the implementation ultimately adopted.

Introducing School Children in Nigeria to SPACE Technology As a Tool for Mitigation of National Catastrophes

NASA Astrophysics Data System (ADS)

Alabi, O.

2014-12-01

The zonal workshops organized by the space education outreach unit of the African Regional Centre for Space Science and Technology Education utilized recent catastrophic events in Nigeria to attract pre-collegiate youths to space science and technology (SST). About 200 school children, aged between 10 and 18 years participated in the program which was coordinated at 2 different geopolitical zones in Nigeria in 2014. The 2-day event was packed with a lot of fun-filled, hands-on educational activities demonstrating the use of outer space to address prevailing socio-economic problems in the nation. The students were introduced to the Nigerian Earth Observation Satellites, and learned why these satellites cannot be used to track the school girls kidnapped by the terrorist group in the northern part of the country. They were also introduced to other types of satellites and participated in activities on the applications of TRMM satellite data to monitor flood events in Nigeria. The Global Positioning System (GPS) technology was introduced as a navigational tool to curb criminal activities in the country and participants used the hand-held GPS unit for geocaching. The program culminated in the launching of space clubs in all the participating schools and a teacher from each school received resource materials on DVD to nurture the space club. To assess the impact of the workshop on the knowledge level of the participants in space science, quiz competitions were administered and the average score of the students was above 70%. The enthusiasm displayed by the students, coupled with the brilliant performance in the evaluation tests, indicated that this method of informal education, that linked science to the alleviation of national disasters is viable, not only for stimulating the interest of Nigerian pre-collegiate youths in SST, but also to inspire the young learners and develop their interest in the Sciences, Technology, Engineering and Mathematics (STEM).

World First MarsLink Mission Participants Learn and Enjoy Science

ERIC Educational Resources Information Center

Barry, Dana

2005-01-01

This article describes how students learn and experience the excitement of science by actively participating in the MarsLink Space Mission, an educational component of the National Aeronautics and Space Administration's (NASA) Mars Missions. This Mission has been made possible by Space Explorers, Inc., in collaboration with NASA. In the…

The Next Generation Science Standards: A potential revolution for geoscience education

NASA Astrophysics Data System (ADS)

Wysession, Michael E.

2014-05-01

The first and only set of U.S.-nationally distributed K-12 science education standards have been adopted by many states across America, with the potential to be adopted by many more. Earth and space science plays a prominent role in the new standards, with particular emphasis on critical Earth issues such as climate change, sustainability, and human impacts on Earth systems. In the states that choose to adopt the Next Generation Science Standards (NGSS), American youth will have a rigorous practice-based formal education in these important areas. Much work needs to be done to insure the adoption and adequate implementation of the NGSS by a majority of American states, however, and there are many things that Earth and space scientists can do to help facilitate the process.

Professionality of Junior High School (SMP) Science Teacher in Preparing Instructional Design of Earth and Space Sciences (IPBA)

NASA Astrophysics Data System (ADS)

Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

2017-02-01

The teacher is one important factor in the provision of education in schools. Therefore, improving the quality of education means we need to enhance the quality and the professionalism of teachers. We offer a solution through education and training of junior high school science teachers in developing the instructional design of Earth and Space Sciences (IPBA). IPBA is part of the science subjects which is given to students from elementary school to college. This research is a preliminary study of junior high school science teacher professionalism in creating instructional design IPBA. Mixed method design is used to design the research. Preliminary studies conducted on junior high school science teacher in one MGMPs in South Sumatera, and the respondent are 18 teachers from 13 schools. The educational background of science teachers who teach IPBA not only from physical education but also biology and agriculture. The result of preliminary study showed that the ratio of teachers who teach IPBA are 56% from physic education, 39% from biology, and 5% from agriculture. The subjects of IPBA that considered difficult by teachers are the distribution of sun, moon, and satellite motion; specific processes in lithosphere and atmosphere; and the correlation between lithosphere and atmosphere with the environment. The teachers also face difficulty in preparing media, choosing the right methods in teaching IPBA.

Big Bang! An Evaluation of NASA's Space School Musical Program for Elementary and Middle School Learners

NASA Astrophysics Data System (ADS)

Haden, C.; Styers, M.; Asplund, S.

2015-12-01

Music and the performing arts can be a powerful way to engage students in learning about science. Research suggests that content-rich songs enhance student understanding of science concepts by helping students develop content-based vocabulary, by providing examples and explanations of concepts, and connecting to personal and situational interest in a topic. Building on the role of music in engaging students in learning, and on best practices in out-of-school time learning, the NASA Discovery and New Frontiers program in association with Jet Propulsion Laboratory, Marshall Space Flight Center, and KidTribe developed Space School Musical. Space School Musical consists of a set of nine songs and 36 educational activities to teach elementary and middle school learners about the solar system and space science through an engaging storyline and the opportunity for active learning. In 2014, NASA's Jet Propulsion Laboratory contracted with Magnolia Consulting, LLC to conduct an evaluation of Space School Musical. Evaluators used a mixed methods approach to address evaluation questions related to educator professional development experiences, program implementation and perceptions, and impacts on participating students. Measures included a professional development feedback survey, facilitator follow-up survey, facilitator interviews, and a student survey. Evaluation results showed that educators were able to use the program in a variety of contexts and in different ways to best meet their instructional needs. They noted that the program worked well for diverse learners and helped to build excitement for science through engaging all learners in the musical. Students and educators reported positive personal and academic benefits to participating students. We present findings from the evaluation and lessons learned about integration of the arts into STEM education.

Bringing Planetary Science to the Public through Traveling Exhibitions

NASA Astrophysics Data System (ADS)

Dusenbery, P. B.

2001-11-01

The Space Science Institute (SSI) of Boulder, Colorado has recently developed two museum exhibits called the Space Weather Center and MarsQuest. It is currently planning to develop another exhibit called Gas Giants. These exhibitions provide research scientists the opportunity to engage in a number of activities that are vital to the success of these major outreach programs. The Space Weather Center was developed in partnership with various research missions at NASA's Goddard Space Flight Center. The focus of the presentation will be on MarsQuest and Gas Giants. MarsQuest is a 5000 square-foot, 3M, traveling exhibition that is now touring the country. The exhibit's 3-year tour will enable millions of Americans to share in the excitement of the scientific exploration of Mars and learn more about their own planet in the process. The associated planetarium show and education program will also be described, with particular emphasis on workshops to orient museum staff (e.g. museum educators and docents) and workshops for master educators near host museums and science centers. The workshops make innovative connections between the exhibitions interactive experiences and lesson plans aligned with the National Science Education Standards. These exhibit programs are good models for actively involving scientists and their discoveries to help improve informal science education in the museum community and for forging a stronger connection between formal and informal education. The presentation will also discuss how Gas Giants, a proposed 4000 square-foot traveling exhibition on the mysteries and discoveries of the outer planets, will be able to take advantage of the connections and resources that have been developed by the MarsQuest project.

Communicating Science through Exhibitions

NASA Astrophysics Data System (ADS)

Dusenbery, P.; Harold, J.; Morrow, C.

It is critically important for the public to better understand the scientific process. Museum exhibitions are an important part of informal science education that can effectively reach public audiences as well as school groups. They provide an important gateway for the public to learn about compelling scientific endeavors. There are many ways for scientists to help develop science exhibitions. The Space Science Institute (SSI) is a national leader in producing traveling science exhibitions and their associated educational programming (i.e. interactive websites, educator workshops, public talks, instructional materials). Two of its exhibitions, Space Weather Center and MarsQuest, are currently on tour. Another exhibition, Alien Earths, is in development. The Space Weather Center was developed in partnership with various research missions at NASA's Goddard Space Flight Center. MarsQuest is a 5000 square-foot traveling exhibition. The exhibit's second 3-year tour began this January at the Detroit Science Center. It is enabling millions of Americans to share in the excitement of the scientific exploration of Mars and to learn more about their own planet in the process. The 3,000 square-foot traveling exhibition, called Alien Earths, will bring origins-related research and discoveries to students and the American public. Alien Earths has four interrelated exhibit areas: Our Place in Space, Star Birth, PlanetQuest, and Search for Life. Exhibit visitors will explore the awesome events surrounding the birth of stars and planets; they will join scientists in the hunt for planets outside our solar system including those that may be in ``habitable zones'' around other stars; and finally they will be able to learn about how scientists are looking for signs of life beyond Earth. Besides the exhibits, SSI is also developing interactive web sites based on exhibit themes. New technologies are transforming the Web from a static medium to an interactive environment with tremendous potential for informal education and inquiry-based investigations. This talk will focus on the development of the MarsQuest and Alien Earths exhibitions and their associated education programs.

How Teachers' Beliefs about Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action

ERIC Educational Resources Information Center

Trendell Nation, Molly

2017-01-01

Climate change science is complex and controversial in nature, yet seen by educators and policy makers as an important topic to be taught within secondary science education. This is becoming increasingly evident with the inclusion of climate change into the Next Generation Science Standards (NGSS) for Earth and Space Sciences as well as Life…

Emancipating subjects in science education: taking a lesson from Patti Lather and Jacques Rancière

NASA Astrophysics Data System (ADS)

Bazzul, Jesse

2013-03-01

This paper extends the conversation started by Patti Lather in her forum response to "Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity", in terms of engaging the thought of Jacques Rancière. Rancière can offer (science) educators a more definitive example of (possible) emancipatory political subjectivities. His notion of radical equality can also aid in developing new pedagogical spaces in science education. This latter point is taken up in the concluding sections of this short essay.

The Engagement of Engineers in Education and Public Outreach: Beginning the Conversation

NASA Astrophysics Data System (ADS)

Grier, J.; Buxner, S.; Vezino, B.; Shipp, S. S.

2014-12-01

The Next Generation Science Standards (NGSS) are a new set of K-12 science standards that have been developed through a collaborative, state-led process. Based on the National Research Council (NRC) 'Framework for K-12 Education,' the NGSS are designed to provide all students with a coherent education possessing both robust content and rigorous practice. Within these standards is an enhanced emphasis on the intersection between science and engineering. The focus is not only on asking questions and finding answers (science) but also in identifying and designing solution to problems (engineering.) The NASA SMD (Science Mission Directorate) Education and Public Outreach (E/PO) Forums have been working with space scientists for many years to assist with their engagement in E/PO efforts, thus supporting the needs of previous science standards. In order to properly address the needs of NGSS, this conversation is being expanded to include engineers. Our initial efforts include a series of semi-structured interviews with a dozen engineers involved in different aspects of space science and mission development. We will present the responses from the survey and compare this information to our knowledge base about space scientists, their needs, attitudes, and understandings of E/PO. In addition to a new emphasis on engineering in the NGSS, we also consider engineering habits of mind such as systems thinking, creativity, optimism, collaboration, communication, and attention to ethical considerations as described by an NRC policy document for engineering education. Using the overall results, we will consider strategies, further ideas for investigation, and possible steps for going forward with this important aspect of including engineering in education and outreach programming.

How can the curation of hands-on STEM activities power successful mobile apps and websites?

NASA Astrophysics Data System (ADS)

Porcello, D.; Peticolas, L. M.; Schwerin, T. G.

2015-12-01

The Lawrence Hall of Science (LHS) is University of California, Berkeley's public science center. Over the last decade, the Center for Technology Innovation at LHS has partnered with many institutions to establish a strong track record of developing successful technology solutions to support STEM teaching and learning within informal environments. Curation by subject-matter experts has been at the heart of many educational technology products from LHS and its partners that are directed at educators and families. This work includes: (1) popular digital libraries for inquiry-based activities at Howtosmile.org (NSF DRL #0735007) and NASA Earth and Space science education resources at NASAwavelength.org; and novel mobile apps like DIY Sun Science (NASA NNX10AE05G) and DIY Human Body (NIH 5R25OD010543) designed to scaffold exploration of STEM phenomena at home. Both NASA Wavelength and DIY Sun Science arose out of long-term collaborations with the Space Sciences Laboratory at UC Berkeley, Institute for Global Environmental Strategies (IGES), and other NASA-funded organizations, in partnership with NASA through cooperative agreements. This session will review the development, formative evaluation, and usage metrics for these two Earth and Space science-themed educational technology products directly relevant to the AGU community. Questions reviewed by presenters will include: What makes a good hands-on activity, and what essential information do educators depend on when searching for programming additions? What content and connections do families need to explore hands-on activities? How can technology help incorporate educational standards into the discovery process for learning experiences online? How do all these components drive the design and user experience of websites and apps that showcase STEM content?

Education Payload Operation - Kit D

NASA Technical Reports Server (NTRS)

Keil, Matthew

2009-01-01

Education Payload Operation - Kit D (EPO-Kit D) includes education items that will be used to support the live International Space Station (ISS) education downlinks and Education Payload Operation (EPO) demonstrations onboard the ISS. The main objective of EPO-Kit D supports the National Aeronautics and Space Administration (NASA) goal of attracting students to study and seek careers in science, technology, engineering, and mathematics.

e-Alert from Fermilab Education Office November 2014 - Spring 2015

Science.gov Websites

math enrichment classes. Fermilab Friends for Science Education offers scholarships for teachers to out our new space for curriculum committees to examine the breadth of up-to-date K-12 math and science

Trends in Folklore Studies Development in the Research and Education Space at Ukrainian and Foreign Universities

ERIC Educational Resources Information Center

Vovk, Myroslava

2017-01-01

Trends in development of folklore studies in the research and education space at Ukrainian and foreign universities have been analyzed. They are fundamentalization, synthesis of academic science and educational practice, professionalization, institutionalization, humanitarization, anthropoligization, interdisciplinarity. It has been defined that…

Reach for the Stars!

ERIC Educational Resources Information Center

Ivey, Toni; Angle, Julie; Byers, Albert; Marks, Steve; Tingler, Paul

2012-01-01

Few things excite science educators more than NASA and NSTA. Teachers recognize these two entities for their expertise in Earth and space science and science education, respectively. In this article, the authors share some of their favorite digital resources for grades K-6 from both NASA and NSTA to teach concepts about the Earth, Sun, and Moon.…

KSC-04PD-2191

NASA Technical Reports Server (NTRS)

2004-01-01

KENNEDY SPACE CENTER, FLA. NASA astronaut Patrick Forrester (left) and Dr. Adena Williams Loston, NASA chief education officer, address a group of educators assembled for the kickoff of 'The Science in Space Challenge' at the Doubletree Hotel in Orlando, Fla. The national challenge program is sponsored by NASA and Pearson Scott Foresman, publisher of pre-K through grade six educational books. To participate in the challenge, teachers may submit proposals, on behalf of their students, for a science and technology investigation. Astronauts will conduct the winning projects on a Space Shuttle mission or on the International Space Station, while teachers and students follow along via television or the Web. For more information about the announcement, see the news release at http://www.nasa.gov/home/hqnews/2004/oct/HQ_04341_publication.htm l.

Preservice elementary teachers' alternative conceptions of science and their self-efficacy beliefs about science teaching

NASA Astrophysics Data System (ADS)

Koc, Isil

The present study was conducted to investigate the extent to which preservice elementary teachers held alternative conceptions in fundamental elementary science concepts from earth/space science, life science, and physical science along with their self-efficacy beliefs about science teaching and to determine the relationship between these two issues. Eighty-six preservice elementary education majors enrolled in the four sections of the course titled "07E:162 Methods Elementary School Science" offered in the Science Education Center, College of Education, the University of Iowa during the 2005-2006 academic year participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument constructed by Schoon and Boone (1998), Science Teaching Efficacy Belief Instrument (STEBI-B) constructed by Enochs and Riggs (1990), a participant information form, and through utilization of interviews. The results from the alternative conception instrument indicated that the majority of preservice elementary teachers held a number of alternative conceptions with most being in the physical sciences followed by earth/space, and then life science. Various sources of alternative conceptions emerged during the interview sessions. Participants mainly cited science teachers, science textbooks, and previous science experiences as sources of their alternative conceptions. On the other hand, the analysis of the self-efficacy instrument and follow-up interviews revealed generally positive self-efficacy beliefs. Findings from the study also confirmed that science courses completed in high school and college do not seem to have influenced participants' number and types of alternative conceptions regarding earth/space science, life science, and physical science and self-efficacy beliefs about science teaching. The results also indicate that participants with the lowest number of alternative conceptions regarding earth/space science, physical science, and life science have a relatively high personal science teaching efficacy. Overall, the results of the study regarding self-efficacy beliefs propose that consideration be given to identification and modification of preservice elementary teachers' science alternative conceptions if they are expected to teach science effectively.

A Systematic Review of Remote Laboratory Work in Science Education with the Support of Visualizing Its Structure through the "HistCite" and "CiteSpace" Software

ERIC Educational Resources Information Center

Tho, Siew Wei; Yeung, Yau Yuen; Wei, Rui; Chan, Ka Wing; So, Winnie Wing-mui

2017-01-01

Laboratory work, particularly the latest remote laboratories (RLs), has been assumed to have a general positive effect on science education because practical work can provide diverse learning experiences and enhance thinking skills suitable for the 21st century. However, there has not been a synthesis of the science education research to support…

Sputnik's Impact on Science Education in America

NASA Astrophysics Data System (ADS)

Holbrow, Charles H.

2007-04-01

The launch of Sputnik, the world's first artificial Earth orbiting satellite, by the Soviet Union on October 4, 1957 was a triggering event. Before Sputnik pressure had been rising to mobilize America's intellectual resources to be more effective and useful in dealing with the Cold War. Sputnik released that pressure by stirring up a mixture of American hysteria, wounded self-esteem, fears of missile attacks, and deep questioning of the intellectual capabilities of popular democratic society and its educational system. After Sputnik the federal government took several remarkable actions: President Eisenhower established the position of Presidential Science Advisor; the House and the Senate reorganized their committee structures to focus on science policy; Congress created NASA -- the National Aeronautics and Space Agency -- and charged it to create a civilian space program; they tripled funding for the National Science Foundation to support basic research but also to improve science education and draw more young Americans into science and engineering; and they passed the National Defense Education Act which involved the federal government to an unprecedented extent with all levels of American education. I will describe some pre-Sputnik pressures to change American education, review some important effects of the subsequent changes, and talk about one major failure of change fostered by the national government.

Exploring the Solar System Activities Outline: Hands-On Planetary Science for Formal Education K-14 and Informal Settings

NASA Technical Reports Server (NTRS)

Allen, J. S.; Tobola, K. W.; Lindstrom, M. L.

2003-01-01

Activities by NASA scientists and teachers focus on integrating Planetary Science activities with existing Earth science, math, and language arts curriculum. The wealth of activities that highlight missions and research pertaining to the exploring the solar system allows educators to choose activities that fit a particular concept or theme within their curriculum. Most of the activities use simple, inexpensive techniques that help students understand the how and why of what scientists are learning about comets, asteroids, meteorites, moons and planets. With these NASA developed activities students experience recent mission information about our solar system such as Mars geology and the search for life using Mars meteorites and robotic data. The Johnson Space Center ARES Education team has compiled a variety of NASA solar system activities to produce an annotated thematic outline useful to classroom educators and informal educators as they teach space science. An important aspect of the outline annotation is that it highlights appropriate science content information and key science and math concepts so educators can easily identify activities that will enhance curriculum development. The outline contains URLs for the activities and NASA educator guides as well as links to NASA mission science and technology. In the informal setting educators can use solar system exploration activities to reinforce learning in association with thematic displays, planetarium programs, youth group gatherings, or community events. Within formal education at the primary level some of the activities are appropriately designed to excite interest and arouse curiosity. Middle school educators will find activities that enhance thematic science and encourage students to think about the scientific process of investigation. Some of the activities offered are appropriate for the upper levels of high school and early college in that they require students to use and analyze data.

Implementation of small group discussion as a teaching method in earth and space science subject

NASA Astrophysics Data System (ADS)

Aryani, N. P.; Supriyadi

2018-03-01

In Physics Department Universitas Negeri Semarang, Earth and Space Science subject is included in the curriculum of the third year of physics education students. There are various models of teaching earth and space science subject such as textbook method, lecturer, demonstrations, study tours, problem-solving method, etc. Lectures method is the most commonly used of teaching earth and space science subject. The disadvantage of this method is the lack of two ways interaction between lecturers and students. This research used small group discussion as a teaching method in Earth and Space science. The purpose of this study is to identify the conditions under which an efficient discussion may be initiated and maintained while students are investigating properties of earth and space science subjects. The results of this research show that there is an increase in student’s understanding of earth and space science subject proven through the evaluation results. In addition, during the learning process, student’s activeness also increase.

From the Sun to Pluto and Beyond - Inspiring the Next Generation of Explorers

NASA Astrophysics Data System (ADS)

Beisser, K.; Matiella Novak, M.; Butler, L.; Turney, D.

2010-12-01

The Johns Hopkins University Applied Physics Laboratory (APL) Space Department currently manages a variety of Solar System exploratory satellite missions on behalf of NASA and in coordination with other universities and institutions. Along with managing these missions on a scientific and operational basis, the Space Department also maintains an education and public outreach staff that provides education and outreach events and activities to inspire, engage and educate the next generation of Solar System explorers. The main objective of the E/PO program is to create hands-on, minds-on learning experiences for students, educators and the general public. From the Sun to Pluto, APL is engineering the future of space exploration - examining Earth’s near-space environment, our star, planetary bodies, and the outer solar system. The E/PO office provides unique opportunities for K-12 students, educators, undergraduate and graduate students, museums, science centers, and the general public to share in the excitement of the missions APL manages for NASA. The E/PO program uses mission and instrument science and engineering to enhance the nation’s formal education system and contribute to public understanding of science, mathematics, and technology, making space exploration an adventure for students of all ages. Current Solar System missions that APL is involved with include missions to Pluto and the Kuiper Belt (New Horizons), exploring the Earth’s outermost layers of atmosphere (TIMED), studying the Sun’s coronal mass ejections (STEREO), mapping the geological and surface features of Mars (CRISM), exploring near-Earth asteroids (NEAR), understanding space weather (RBSP), studying Mercury (MESSENGER), and getting closer to the Sun than any probe has ever been (Solar Probe Plus). APL offers education and outreach opportunities, in coordination with NASA, for all of these missions.

Suited for Spacewalking: A Teacher's Guide with Activities for Technology Education, Mathematics, and Science.

ERIC Educational Resources Information Center

Vogt, Gregory L.

Space walking has captured the imagination of generations of children and adults since science fiction authors first placed their characters on the moon. The guide begins with brief discussions of the space environment, the history of space walking, NASA's current spacesuit, and work that astronauts do during spacewalks. These are followed by a…

Reimagining Non-Formal Science Education: A Case of Ecojustice-Oriented Citizenship Education

ERIC Educational Resources Information Center

Sperling, Erin; Bencze, J. Lawrence

2015-01-01

This article presents a study of youth participating in a program that engages in a form of ecojustice education, addressing social inequities, along with science-linked concepts, through a localized and culturally oriented food-based curriculum. A community-based food justice organization provides a rich space for encountering and examining the…

Making Waves: An Exploration in Learning through Art, Science, and Making

ERIC Educational Resources Information Center

Anderson, Emma Jane

2017-01-01

For nearly one hundred years, from progressive education to critical pedagogy, philosophers, researchers, and educators have advocated for listening, respecting, and providing space for the learner's voice within education. When teaching challenging science content, it is vital to provide both a context for the knowledge and a reason for learning…

Handbook of Research on Science Education and University Outreach as a Tool for Regional Development

ERIC Educational Resources Information Center

Narasimharao, B. Pandu, Ed.; Wright, Elizabeth, Ed.; Prasad, Shashidhara, Ed.; Joshi, Meghana, Ed.

2017-01-01

Higher education institutions play a vital role in their surrounding communities. Besides providing a space for enhanced learning opportunities, universities can utilize their resources for social and economic interests. The "Handbook of Research on Science Education and University Outreach as a Tool for Regional Development" is a…

Leveraging Current Initiatives to Bring Earth and Space Science into Elementary and Early Childhood Classrooms: NGSS in the Context of the Classroom Technology Push

NASA Astrophysics Data System (ADS)

Pacheco-Guffrey, H. A.

2016-12-01

Classroom teachers face many challenges today such as new standards, the moving targets of high stakes tests and teacher evaluations, inconsistent/insufficient access to resources and evolving education policies. Science education in the K-5 context is even more complex. NGSS can be intimidating, especially to K-5 educators with little science background. High stakes science tests are slow to catch up with newly drafted state level science standards, leaving teachers unsure about what to change and when to implement updated standards. Amid all this change, many schools are also piloting new technology programs. Though exciting, tech initiatives can also be overwhelming to teachers who are already overburdened. A practical way to support teachers in science while remaining mindful of these stressors is to design and share resources that leverage other K-5 school initiatives. This is often done by integrating writing or math into science learning to meet Common Core requirements. This presentation will suggest a method for bringing Earth and space science learning into elementary / early childhood classrooms by utilizing the current push for tablet technology. The goal is to make science integration reasonable by linking it to technology programs that are in their early stages. The roles and uses of K-5 Earth and space science apps will be examined in this presentation. These apps will be linked to NGSS standards as well as to the science and engineering practices. To complement the app resources, two support frameworks will also be shared. They are designed to help educators consider new technologies in the context of their own classrooms and lessons. The SAMR Model (Puentadura, 2012) is a conceptual framework that helps teachers think critically about the means and purposes of integrating technology into existing lessons. A practical framework created by the author will also be shared. It is designed to help teachers identify and address the important logistical and curricular decision-making aspects of integrating technology into K-5 classroom science. This method provides clear applications for new technology while also bringing meaningful Earth and space science learning into K-5 classrooms.

Sharing Planetary Science on a Regional Scale

NASA Astrophysics Data System (ADS)

Runyon, C. R.; Colgan, M.

2001-12-01

Fifteen southeastern Space Grant Consortia (AL, AK, DL, DC, FL, GA, KY, LA, MD, Mississippi, NC, PR, SC, TN, VI, VA) have joined together to form the Office of Space Science (OSS) Southeastern Regional Clearing House, or SERCH. The objectives of SERCH are to produce a network of science educators and OSS scientists, to assess the region's educational needs and strengths, and to tailor OSS education material and data to the need of the southeastern educators and students. SERCH serves as a facilitator and broker of services by a two-way interface between the southeastern region's diverse educational community and national scientists and engineers involved in OSS's flight missions and research programs. Our goal is to make SERCH a "one-stop educational service center" for the science, mathematics and technology educators needing OSS material and OSS scientists needing help in developing educational material. We promote the development of partnerships among educators and scientists to accomplish the educational and outreach missions of the OSS. These partnerships create and sustain educational programs that are effective, locally useful, yet national in scope. Our strategies include respecting the diversity of our audiences, listening to their needs and working closely with both the product developers and end-users to ensure that the materials and resources are effective, scientifically correct and fun to use.

Opportunities and Resources for Scientist Participation in Education and Public Outreach

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; CoBabe-Ammann, E.; Shipp, S.; Hsu, B.

2012-10-01

Active engagement of scientists in Education and Public Outreach (E/PO) activities results in benefits for both the audience and scientists. Most scientists are trained in research but have little formal training in education. The Planetary Science Education and Public Outreach (E/PO) Forum helps the Science Mission Directorate support scientists currently involved in E/PO and to help scientists who are interested in becoming involved in E/PO efforts find ways to do so through a variety of avenues. We will present current and future opportunities and resources for scientists to become engaged in education and public outreach. These include upcoming NASA SMD E/PO funding opportunities, professional development resources for writing NASA SMD E/PO proposals (webinars and other online tools), toolkits for scientists interested in best practices in E/PO (online guides for K-12 education and public outreach), EarthSpace (a community web space where instructors can find and share about teaching space and earth sciences in the undergraduate classroom, including class materials news and funding opportunities, and the latest education research), thematic resources for teaching about the solar system (archived resources from Year of the Solar System), and an online database of scientists interested in connecting with education programs. Learn more about the Forum and find resources at http://smdepo.org/.

Space Science for the 21st Century: The Space Science Enterprise Strategic Plan

NASA Technical Reports Server (NTRS)

1995-01-01

Throughout its history, the U.S. Space Science technologies program has been enormously productive. Its accomplishments have rewritten the textbooks. But now, the economic environment has changed dramatically. The Nation's scientific and technological goals are being reexamined and redefined.And the social contract between the scientific community and the Federal Government is being rewritten. There is an expectation that the American public should receive more direct benefits from its investment in science and technology. This Strategic Plan reflects this new paradigm. It presents a carefully selected set of new scientific initiatives that build on past accomplishments to continue NASA's excellence in Space Science. At the same time, it responds to fiscal constraints by defining a new approach to planning, developing, and operating Space Science missions. In particular, investments in new technologies will permit major scientific advances to be made with smaller, more focused, and less costly missions. With the introduction of advanced technologies, smaller does not have to mean less capable. The focus on new technologies also provides and opportunity for the Space Science program to enhance its direct contribution to the country's economic base. At the same time, the program can build on public interest to strengthen its contributions to education and scientific literacy. With this plan we are taking the first steps toward shaping the Space Science program of the 21st century. In doing so, we face major challenges. It will be a very different program than might have been envisioned even a few years ago. But it will be a program that remains at the forefront of science, technology, and education. We intend to continue rewriting the textbooks.

Students Speak with the ISS

NASA Image and Video Library

2012-11-15

Leland Melvin, NASA Associate Administrator for Education and two-time space shuttle astronaut, answers a question from a student in a live video downlink at the Smithsonian National Air and Space Museum, Thursday, Nov. 15, 2012 in Washington. The students, participants from the Student Spaceflight Experiments Program (SSEP) conducted a live conversation with astronauts aboard the International Space Station. The downlink is an annual event held in honor of International Education Week, and was co-hosted with the Department of Education and the National Center for Earth and Space Science Education (NCESSE). Photo Credit: (NASA/Carla Cioffi)

Students Speak with the ISS

NASA Image and Video Library

2012-11-15

Leland Melvin, NASA Associate Administrator for Education and two-time space shuttle astronaut, speaks to students from D.C.'s Stuart-Hobson Middle School at the Smithsonian National Air and Space Museum, Thursday, Nov. 15, 2012 in Washington. The students, participants from the Student Spaceflight Experiments Program (SSEP) conducted a live conversation with astronauts aboard the International Space Station. The downlink is an annual event held in honor of International Education Week, and was co-hosted with the Department of Education and the National Center for Earth and Space Science Education (NCESSE). Photo Credit: (NASA/Carla Cioffi)

NEWS: Web's wonders!

NASA Astrophysics Data System (ADS)

2000-07-01

Introducing this month's collection of useful websites for physics teachers. If you have any suggestions for this column then please send them to us at ped@ioppublishing.co.uk Dave Pickersgill has drawn our attention to the following: www.sheffcol.ac.uk/links/ which has annotated, classified and searchable links to over 1700 educational sites. Included are around 500 science links. Members of the American Association of Physics Teachers were recently informed of a website for those hoping to arouse interest and knowledge of astronomy in their students. Space.com, a comprehensive space news website, had launched `spaceKids', a new channel specifically targeted at children complete with a gallery of space images, space and science news, stories, a space question and answer section hosted by a team of science teachers, interactive games, weekly polls and competitions. The website can be found at www.spacekids.com Those fascinated by all aspects of nuclear fusion should take a look at the General Atomics educational site: FusionEd.gat.com as well as the national site fusion.gat.com/PlasmaOutreach

Towards science educational spaces as dynamic and coauthored communities of practice

NASA Astrophysics Data System (ADS)

Dhingra, Koshi

2008-04-01

In this essay review, four studies around the themes of identity and globalization are summarized and analyzed. The researchers' perspectives are generally grounded in Brown and Campione's ideas on situated knowledge ( Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge: The MIT Press/Bradford Books, 1994) and Lave and Wenger's definition of learning as an activity fostered through participation in communities of practice ( Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press, 1991). Questions about the goals of science education spaces, the nature of globalization in relation to practices in schools, the role of identities-in-practice in relation to participation in communities of practice such as classrooms are explored. Recommendations for key design features in effective science educational spaces, based upon the findings presented in the collection of four studies, are offered. School, it is suggested here, functions best as a clearing house for the myriad science-related stories student participants generate in their various communities of practice (e.g., within popular culture, family, community, informal educational sites). In this way, school has the potential to construct bridges between multiple student experiences and identities-in-practice.

Morrow, Reiff, Receive 2013 Space Physics and Aeronomy Richard Carrington Awards: Response

NASA Astrophysics Data System (ADS)

Morrow, Cherilynn

2014-08-01

I am delighted to receive the SPARC award, which recognizes education and public outreach (E/PO) efforts that incorporate our community's scientific achievements while addressing authentic educational needs. No one is honored in isolation, and I owe a large debt of gratitude to many fellow pioneers, including the author of the citation above and my fellow SPARC awardee, Pat Reiff. Back in 1994, she was one of two committee members to be overtly supportive as I made the first ever E/PO presentations to the (then) NASA Space Science Advisory Committee. Today all of the recent space science decadal reports include explicit support for E/PO programs integrated within NASA and National Science Foundation research missions.

Student Interactives--A new Tool for Exploring Science.

NASA Astrophysics Data System (ADS)

Turner, C.

2005-05-01

Science NetLinks (SNL), a national program that provides online teacher resources created by the American Association for the Advancement of Science (AAAS), has proven to be a leader among educational resource providers in bringing free, high-quality, grade-appropriate materials to the national teaching community in a format that facilitates classroom integration. Now in its ninth year on the Web, Science NetLinks is part of the MarcoPolo Consortium of Web sites and associated state-based training initiatives that help teachers integrate Internet content into the classroom. SNL is a national presence in the K-12 science education community serving over 700,000 teachers each year, who visit the site at least three times a month. SNL features: High-quality, innovative, original lesson plans aligned to Project 2061 Benchmarks for Science Literacy, Original Internet-based interactives and learning challenges, Reviewed Web resources and demonstrations, Award winning, 60-second audio news features (Science Updates). Science NetLinks has an expansive and growing library of this educational material, aligned and sortable by grade band or benchmark. The program currently offers over 500 lessons, covering 72% of the Benchmarks for Science Literacy content areas in grades K-12. Over the past several years, there has been a strong movement to create online resources that support earth and space science education. Funding for various online educational materials has been available from many sources and has produced a variety of useful products for the education community. Teachers, through the Internet, potentially have access to thousands of activities, lessons and multimedia interactive applications for use in the classroom. But, with so many resources available, it is increasingly more difficult for educators to locate quality resources that are aligned to standards and learning goals. To ensure that the education community utilizes the resources, the material must conform to a format that allows easy understanding, evaluation and integration. Science NetLinks' material has been proven to satisfy these criteria and serve thousands of teachers every year. All online interactive materials that are created by AAAS are aligned to AAAS Project 2061 Benchmarks, which mirror National Science Standards, and are developed based on a rigorous set of criteria. For the purpose of this forum we will provide an overview that explains the need for more of these materials in the earth and space education, a review of the criteria for creating these materials and show examples of online materials created by AAAS that support earth and space science.

INFINITY at NASA Stennis Space Center

NASA Technical Reports Server (NTRS)

2010-01-01

Flags are planted on the roof of the new INFINITY at NASA Stennis Space Center facility under construction just west of the Mississippi Welcome Center at exit 2 on Interstate 10. Stennis and community leaders celebrated the 'topping out' of the new science center Nov. 17, marking a construction milestone for the center. The 72,000-square-foot science and education center will feature space and Earth galleries to showcase the science that underpins the missions of the agencies at Stennis Space Center. The center is targeted to open in 2012.

INFINITY at NASA Stennis Space Center

NASA Image and Video Library

2010-11-17

Flags are planted on the roof of the new INFINITY at NASA Stennis Space Center facility under construction just west of the Mississippi Welcome Center at exit 2 on Interstate 10. Stennis and community leaders celebrated the 'topping out' of the new science center Nov. 17, marking a construction milestone for the center. The 72,000-square-foot science and education center will feature space and Earth galleries to showcase the science that underpins the missions of the agencies at Stennis Space Center. The center is targeted to open in 2012.

Astronomy Education and Teacher Training in Turkey

NASA Astrophysics Data System (ADS)

Kirbiyik, Halil

In this talk, education in astronomy and space sciences in schools in Turkey as well as activities to create awareness in these subjects will be discussed. A search done among youngsters(ages from 15 to 24) for measuring the scientific literacy showed that most attractive subjects to the Turkish younsters are “internet” and “astronomy”. This result led authorities to take necessary measures to fill the gap especially in teaching material such as books. Another attempt along this is to increase astronomy subjects in the school curricula. Besides TUBITAK National Observatory, universities and Turkish Astronomical Society are giving every efort to create public awareness of space activities and space sciences. As for the teacher training in astronomy and space sciences, much has been done but no success has come yet. Astronomy subjects, in schools, are generally taught not by astronomers but some other substitutes from other branches, such as physics and mathematics. Thus the Ministry of Education prefers training teachers in service. Nevertheless it must be stated that astronomers are pushing forward to formally have the right to train astronomers to become teachers to be hired by the Ministry of Education in schools.

Strategy for implementing research in hydrology to promote space science among school children in Nigeria

NASA Astrophysics Data System (ADS)

Alabi, Omowumi O.

2015-04-01

This paper describes a proposed activity to introduce school children in Nigeria to research in hydrology through the public outreach coordinated by the United Nations affiliated African Regional Centre for Space Science and Technology Education in English (ARCSSTE-E). Over the years, ARCSSTE-E has established a vibrant relationship with Nigerian schools through periodic zonal and national space educational workshops organized for students and teachers. The enthusiasm displayed by the students, coupled with the brilliant performance in the evaluation tests, indicated that this method of informal education is suitable for stimulating the interest of Nigerian pre-collegiate youths in space science and technology, and also to inspire the young learners and develop their interest in the Sciences, Technology, Engineering and Mathematics (STEM). Because only few representatives from each school can participate in these public outreach programs, it became expedient for the Centre to inaugurate space clubs in schools as a forum for students and teachers to meet regularly to discuss space related issues. Since the first space club was officially launched in 2007, the Centre has inaugurated over 300 space clubs in primary, secondary and tertiary institutions, strategically distributed over the six geopolitical zones of Nigeria. The presentation highlights a space club activity designed to introduce the students to precipitation data collection, with locally fabricated rain gauges. The paper also documents the proposed post-data collection activities in which ARCSSTE-E, acting as the coordinating Centre will collaborate with other national and international organizations to standardize and utilize the rainfall data collected by the students for ground validation of satellite data from the Global Precipitation Measurement. Key words: Public Outreach, Space Club, Human Capacity Development, Hydrologic Research, Global Precipitation Measurement.

Students Speak with the ISS

NASA Image and Video Library

2012-11-15

Students from D.C.'s Stuart-Hobson Middle School participate in a live video downlink with astronauts aboard the International Space Station at the Smithsonian National Air and Space Museum, Thursday, Nov. 15, 2012 in Washington. The downlink is an annual event held in honor of International Education Week, and was co-hosted with the Department of Education and the National Center for Earth and Space Science Education (NCESSE). Photo Credit: (NASA/Carla Cioffi)

The United Nations Basic Space Science Initiative

NASA Astrophysics Data System (ADS)

Haubold, Hans; Balogh, Werner

2014-05-01

The basic space science initiative was a long-term effort for the development of astronomy and space science through regional and international cooperation in this field on a worldwide basis, particularly in developing nations. Basic space science workshops were co-sponsored and co-organized by ESA, JAXA, and NASA. A series of workshops on basic space science was held from 1991 to 2004 (India 1991, Costa Rica and Colombia 1992, Nigeria 1993, Egypt 1994, Sri Lanka 1995, Germany 1996, Honduras 1997, Jordan 1999, France 2000, Mauritius 2001, Argentina 2002, and China 2004; http://neutrino.aquaphoenix.com/un-esa/) and addressed the status of astronomy in Asia and the Pacific, Latin America and the Caribbean, Africa, and Western Asia. Through the lead of the National Astronomical Observatory Japan, astronomical telescope facilities were inaugurated in seven developing nations and planetariums were established in twenty developing nations based on the donation of respective equipment by Japan.Pursuant to resolutions of the Committee on the Peaceful Uses of Outer Space of the United Nations (COPUOS) and its Scientific and Technical Subcommittee, since 2005, these workshops focused on the preparations for and the follow-ups to the International Heliophysical Year 2007 (UAE 2005, India 2006, Japan 2007, Bulgaria 2008, South Korea 2009; www.unoosa.org/oosa/SAP/bss/ihy2007/index.html). IHY's legacy is the current operation of 16 worldwide instrument arrays with more than 1000 instruments recording data on solar-terrestrial interaction from coronal mass ejections to variations of the total electron content in the ionosphere (http://iswisecretariat.org/). Instruments are provided to hosting institutions by entities of Armenia, Brazil, France, Israel, Japan, Switzerland, and the United States. Starting in 2010, the workshops focused on the International Space Weather Initiative (ISWI) as mandated in a three-year-work plan as part of the deliberations of COPUOS. Workshops on ISWI were held in Egypt in 2010 for Western Asia, Nigeria in 2011 for Africa, and Ecuador in 2012 for Latin America and the Caribbean. The International Center for Space Weather Science and Education at Kyushu University, Fukuoka, Japan 9www.serc.kyushu-u.ac.jp/index_e.html), was established through the basic space science initiative in 2012. Similar research and education centres were also established in Nigeria(www.cbssonline.com/aboutus.html) and India (www.cmsintl.org). Activities of basic space science initiative were also coordinated with the Regional Centres for Space Science and Technology Education, affiliated to the United Nations (www.unoosa.org/oosa/en/SAP/centres/index.html). Prospective future directions of the initiative will be discussed in this paper.

Space Weather Monitors -- Preparing to Distribute Scientific Devices and Classroom Materials Worldwide for the IHY 2007

NASA Astrophysics Data System (ADS)

Scherrer, D. K.; Burress, B.

2006-05-01

Stanford's Solar Center, in conjunction with the Space, Telecommunications and Radioscience Laboratory and local educators, have developed inexpensive Space Weather Monitors that students around the world can use to track solar-induced changes to the Earth's ionosphere. Through the United Nations Basic Space Science Initiative (UNBSSI) and the IHY Education and Public Outreach Program, our Monitors have been designated for deployment to 191 countries for the International Heliophysical Year, 2007. In partnership with Chabot Space and Science Center, we are designing and developing classroom and educator support materials to accompany distribution of the monitors worldwide. Earth's ionosphere reacts strongly to the intense x-ray and ultraviolet radiation released by the Sun during solar events and by lightning during thunderstorms. Students anywhere in the world can directly monitor and track these sudden ionospheric disturbances (SIDs) by using a VLF radio receiver to monitor the signal strength from distant VLF transmitters and noting unusual changes as the waves bounce off the ionosphere. High school students "buy in" to the project by building their own antenna, a simple structure costing little and taking a couple hours to assemble. Data collection and analysis are handled by a local PC. Stanford is providing a centralized data repository where students and researchers can exchange and discuss data. Chabot Space & Science Center is an innovative teaching and learning center focusing on astronomy and the space sciences. Formed as a Joint Powers Agency with the City of Oakland (California), the Oakland Unified School District, the East Bay Regional Park District, and in collaboration with the Eastbay Astronomical Society, Chabot addresses the critical issue of broad access to the specialized information and facilities needed to improve K-12 science education and public science literacy. Up to 2,000 K-12 teachers annually take part in Chabot's professional development programs, in turn reaching up to 60,000 students each year. Through the Chabot/Stanford partnership, we will be developing, testing, and evaluating classroom activities and laboratory research projects targeted to high school and community college-level classrooms, and a 3-day Teacher Training Workshop which will eventually be provided as an online/DVD training course accessible to educators around the world. Materials will be translated into the six official languages of the United Nations: Arabic, Chinese, English, French, Russian, and Spanish.

Boundary Interaction: Towards Developing a Mobile Technology-Enabled Science Curriculum to Integrate Learning in the Informal Spaces

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit

2018-01-01

This paper explores the crossover between formal learning and learning in informal spaces supported by mobile technology, and proposes design principles for educators to carry out a science curriculum, namely Boundary Activity-based Science Curriculum (BAbSC). The conceptualization of the boundary object, and the principles of boundary activity as…

Science and Science Education Go Hand-in-Hand: The Impact of the NASA Science Mission Directorate Education and Public Outreach Program

NASA Astrophysics Data System (ADS)

Smith, D. A.; Peticolas, L.; Schwerin, T.; Shipp, S.; Manning, J. G.

2014-07-01

For nearly two decades, NASA has embedded education and public outreach (EPO) in its Earth and space science missions and research programs on the principle that science education is most effective when educators and scientists work hand-in-hand. Four Science EPO Forums organize the respective NASA Science Mission Directorate (SMD) Astrophysics, Earth Science, Heliophysics, and Planetary Science EPO programs into a coordinated, efficient, and effective nationwide effort. The NASA SMD EPO program evaluates EPO impacts that support NASA's policy of providing a direct return-on-investment for the American public, advances STEM education and literacy, and enables students and educators to participate in the practice of science as embodied in the 2013 Next Generation Science Standards. Leads of the four NASA SMD Science EPO Forums provided big-picture perspectives on NASA's effort to incorporate authentic science into the nation's STEM education and scientific literacy, highlighting examples of program effectiveness and impact. Attendees gained an increased awareness of the depth and breadth of NASA SMD's EPO programs and achievements, the magnitude of its impacts through representative examples, and the ways current and future EPO programs can build upon the work being done.

The NASA Space Grant College and Fellowship Program

NASA Astrophysics Data System (ADS)

Atkinson, D. H.; Ward, E. B.; Detroye, D.

1998-09-01

National Aeronautics and Space Administration in 1989, the National Space Grant College and Fellowship Program (also known as Space Grant) contributes to the nation's science enterprise by funding research, education, and public service projects through a national network of 52 university-based Space Grant consortia. These consortia administer programs in all 50 states, the District of Columbia, and Puerto Rico. In 1998, the consortia's 703 affiliates include 493 academic institutions and 62 businesses. Other partners include state and local government agencies, other federal agencies, and nonprofit organizations. Space Grant celebrates its tenth year of service in 1999. Since its inception, Space Grant has awarded over 12,000 U.S. citizens with tuition assistance in science, engineering, and related fields of study. Approximately twenty percent of these awards were to students from underrepresented groups and approximately thirty-five percent were to women. The majority of Space Grant student awards include a mentored research experience with university faculty or NASA scientists. Space Grant funds curriculum enhancement and faculty development as well. Space Grant colleges and universities also administer precollege and public service education programs that help to meet the education needs of their states. The Space Grant consortia have leveraged federal funds to more than double the Space Grant budget with matching contributions from state and local sources. Space Grant encourages collaboration among departments, across institutions, and with business and industry. All Space Grant programs emphasize the diversity of human resources, the participation of students in research, and the communication of the benefits of science and technology to the general public.

Space Station medical sciences concepts

NASA Technical Reports Server (NTRS)

Mason, J. A.; Johnson, P. C., Jr.

1984-01-01

Current life sciences concepts relating to Space Station are presented including the following: research, extravehicular activity, biobehavioral considerations, medical care, maintenance of dental health, maintaining health through physical conditioning and countermeasures, protection from radiation, atmospheric contamination control, atmospheric composition, noise pollution, food supply and service, clothing and furnishings, and educational program possibilities. Information on the current status of Soviet Space Stations is contained.

Pathways to space: A mission to foster the next generation of scientists and engineers

NASA Astrophysics Data System (ADS)

Dougherty, Kerrie; Oliver, Carol; Fergusson, Jennifer

2014-06-01

The first education project funded under the Australian Government's Australian Space Research Program (ASRP), Pathways to Space was a unique project combining education, science communication research and research in astrobiology and robotics. It drew upon the challenges of space exploration to inspire students to consider study and careers in science and engineering. A multi-faceted program, Pathways to Space provided hands-on opportunities for high school and university students to participate in realistic simulations of a robotic Mars exploration mission for astrobiology. Its development was a collaboration between the Australian Centre for Astrobiology (University of New South Wales), the Australian Centre for Field Robotics (University of Sydney), the Powerhouse Museum and industry partner, Cisco. Focused on students in Years 9-10 (15-16 years of age), this program provided them with the opportunity to engage directly with space engineers and astrobiologists, while carrying out a simulated Mars mission using the digital learning facilities available at the Powerhouse Museum. As a part of their program, the students operated robotic mini-rovers in the Powerhouse Museum's “Mars Yard”, a highly accurate simulation of the Martian surface, where university students also carry out the development and testing of experimental Mars roving vehicles. This aspect of the program has brought real science and engineering research into the public space of the museum. As they undertook the education program, the students participated in a research study aimed at understanding the effectiveness of the project in achieving its key objective - encouraging students to consider space related courses and careers. This paper outlines the development and operation of the Pathways to Space project over its 3-year funding period, during which it met and exceeded all the requirements of its ASRP grant. It will look at the goals of the project, the rationale behind the education and science communications research, the challenges of developing such a multi-faceted education project in collaboration with several partners and the results that have already been achieved within the study.

The Quality of Undergraduate Science Education. Hearing before the Subcommittee on Science of the Committee on Science, Space, and Technology. U.S. House of Representatives, One Hundred Second Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology.

The hearing, opened by Rep. Ray Thorton of Arkansas, addressed the perceived imbalance between teaching and research among university professors and the concern that the quality of undergraduate science education within the United States has deteriorated. Witnesses were called to examine factors that contribute to establishing an appropriate…

Mission X in Japan, an Education Outreach Program Featuring Astronautical Specialties and Knowledge

NASA Astrophysics Data System (ADS)

Niihori, Maki; Yamada, Shin; Matsuo, Tomoaki; Nakao, Reiko; Nakazawa, Takashi; Kamiyama, Yoshito; Takeoka, Hajime; Matsumoto, Akiko; Ohshima, Hiroshi; Mukai, Chiaki

In the science field, disseminating new information to the public is becoming increasingly important, since it can aid a deeper understanding of scientific significance and increase the number of future scientists. As part of our activities, we at the Japan Aerospace Exploration Agency (JAXA) Space Biomedical Research Office, started work to focus on education outreach featuring space biomedical research. In 2010, we launched the Mission X education program in Japan, named after “Mission X: Train Like an Astronaut” (hereinafter called “Mission X”), mainly led by NASA and European Space Agency (ESA). Mission X is an international public outreach program designed to encourage proper nutrition and exercise and teaching young people to live and eat like astronauts. We adopted Mission X's standpoint, and modified the program based on the originals to suit Japanese culture and the students' grade. Using astronauts as examples, this mission can motivate and educate students to instill and adopt good nutrition and physical fitness as life-long practices.Here we introduce our pilot mission of the “Mission X in Japan” education program, which was held in early 2011. We are continuing the education/public outreach to promote the public understanding of science and contribute to science education through lectures on astronautical specialties and knowledge.

Life sciences report 1987

NASA Technical Reports Server (NTRS)

1987-01-01

Highlighted here are the major research efforts of the NASA Life Sciences Division during the past year. Topics covered include remote health care delivery in space, space biomedical research, gravitational biology, biospherics (studying planet Earth), the NASA Closed Ecological Life Support System (CELSS), exobiology, flight programs, international cooperation, and education programs.

Postcolonial Foldings of Space and Identity in Science Education: Limits, Transformations, Prospects

ERIC Educational Resources Information Center

Zembylas, Michalinos; Avraamidou, Lucy

2008-01-01

The four essays reviewed here constitute a worthwhile attempt to discuss various aspects of postcolonial theory, and offer constructive ideas to ongoing academic as well as public conversations with respect to whether science education can meet the challenges of educating an increasingly diverse population in the 21st century. These essays are…

KSC-04PD-2190

NASA Technical Reports Server (NTRS)

2004-01-01

KENNEDY SPACE CENTER, FLA. NASA astronaut Patrick Forrester addresses a group of educators assembled for the kickoff of 'The Science in Space Challenge' at the Doubletree Hotel in Orlando, Fla. The national challenge program is sponsored by NASA and Pearson Scott Foresman, publisher of pre-K through grade six educational books. To participate in the challenge, teachers may submit proposals, on behalf of their students, for a science and technology investigation. Astronauts will conduct the winning projects on a Space Shuttle mission or on the International Space Station, while teachers and students follow along via television or the Web. For more information about the announcement, see the news release at http://www.nasa.gov/home/hqnews/2004/oct/HQ_04341_publication.htm l.

The Outer Space as an Educational Motivation

NASA Astrophysics Data System (ADS)

Pérez-Pérez, Melquíades; Hernández-López, Montserrat

2017-06-01

STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. The end results are students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. The Outer Space is a window to the past and the future of our travel around the history of the Universe and can be used as a educational tool in primary and secondary education. This paper talks about the integration of the resources of European Space Agency, Space Awareness, Nuclio, Scientix and Schoolnet as motivation to integrate STEAM methodology in secondary education. Keywords: STEAM, outer space, motivation, methodology

Celebrating a history of excellence : the Federal Aviation Administration and Space Education Outreach Program.

DOT National Transportation Integrated Search

2011-01-01

Building on 75 years of experience, the FAAs : aviation and space education outreach : program is earning an A+ for encouraging elementary, : secondary, and even college students to study math, : science, technology, engineering, and a host of : o...

14 CFR 1259.101 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... definitions shall apply: (a) Field related to space means any academic discipline or field of study (including the physical, natural and biological sciences, and engineering, space technology, education, economics...) Institution of higher education means any college or university in any State which: (1) Admits as regular...

The Biology and Space Exploration Video Series

NASA Technical Reports Server (NTRS)

William, Jacqueline M.; Murthy, Gita; Rapa, Steve; Hargens, Alan R.

1995-01-01

The Biology and Space Exploration video series illustrates NASA's commitment to increasing the public awareness and understanding of life sciences in space. The video series collection, which was initiated by Dr. Joan Vernikos at NASA headquarters and Dr. Alan Hargens at NASA Ames Research Center, will be distributed to universities and other institutions around the United States. The video series parallels the "Biology and Space Exploration" course taught by NASA Ames scientists at Stanford University, Palo Alto, California. In the past, students have shown considerable enthusiasm for this course and have gained a much better appreciation and understanding of space life sciences and exploration. However, due to the unique nature of the topics and the scarcity of available educational materials, most students in other universities around the country are unable to benefit from this educational experience. Therefore, with the assistance of Ames experts, we are producing a video series on selected aspects of life sciences in space to expose undergraduate students to the effects of gravity on living systems. Additionally, the video series collection contains space flight footage, graphics, charts, pictures, and interviews to make the materials interesting and intelligible to viewers.

IHY activities in West Asia: Research and Education in Astronomy and Space Sciences for Arab Countries

NASA Astrophysics Data System (ADS)

Al-Naimiy, H. M. K.

2006-11-01

alnaimiy2@yahoo.com Astronomy and Space Sciences (ASS) are important fields of research, study, knowledge and culture. They have been the cradle of both eastern and western sciences. We all know, from education and psychology, about the effective teaching and learning of ASS. Unfortunately, a small percentage of this knowledge is actually used in teaching at schools, universities level and any other academic institutions in the Arab countries. The challenge is to provide effective professional development for ASS educators and researchers at all levels, from elementary school to university. ASS is the most appealing subject to young students and very important tool to convey scientific knowledge? Once students have understood the importance of science, they might be more easily pursued to continue their education in science and technology. The aim of this paper is to show the importance of the formal and informal ASS research, and education, giving an example of a possible curriculum, projects, and comments on the activities that have been carried out in a few Arab countries. We feel the need for a new communication channel among the Arab people based on our common scientific ground. ASS is, in this respect, the best possible choice in the vast cultural heritage of the Arab basin. The final purpose is scientific and economical. Building modern and good observatories, planetariums and research centers in the region jointly by Arab astronomers and space scientists is essential and will be an excellent step toward developing astronomy and astrophysics (for research, education and knowledge).

Teacher workshop

NASA Image and Video Library

2012-10-20

John C. Stennis Space Center educators and area teachers partnered together during a professional development workshop Oct. 20 to learn about the LEGO Bricks in Space curriculum issued by NASA. The curriculum is designed to encourage students in areas of science, technology, engineering and mathematics. The Stennis Space Center Educator Resource Center hosted the workshop to equip teachers of grades 3-12.

Space science in the 1990's and beyond

NASA Astrophysics Data System (ADS)

Huntress, Wesley T., Jr.; Kicza, Mary E.; Feeley, T. Jens

NASA's Office of Space Sciences is changing its approach to our missions, both current and future. Budget realities are necessitating that we change the way we do business and the way we look at our role in the Federal Government. These challenges are being met by a new and innovative approach that focuses on achieving a balanced world-class space science program that requires far less resources while providing an enhanced role for technology and education as integral components of our Research and Development (R&D) programs.

Space science in the 1990's and beyond

NASA Technical Reports Server (NTRS)

Huntress, Wesley T., Jr.; Kicza, Mary E.; Feeley, T. Jens

1994-01-01

NASA's Office of Space Sciences is changing its approach to our missions, both current and future. Budget realities are necessitating that we change the way we do business and the way we look at our role in the Federal Government. These challenges are being met by a new and innovative approach that focuses on achieving a balanced world-class space science program that requires far less resources while providing an enhanced role for technology and education as integral components of our Research and Development (R&D) programs.

The paradox of un/making science people: practicing ethico-political hesitations in science education

NASA Astrophysics Data System (ADS)

Wallace, Maria F. G.

2018-03-01

Over the years neoliberal ideology and discourse have become intricately connected to making science people. Science educators work within a complicated paradox where they are obligated to meet neoliberal demands that reinscribe dominant, hegemonic assumptions for producing a scientific workforce. Whether it is the discourse of school science, processes of being a scientist, or definitions of science particular subjects are made intelligible as others are made unintelligible. This paper resides within the messy entanglements of feminist poststructural and new materialist perspectives to provoke spaces where science educators might enact ethicopolitical hesitations. By turning to and living in theory, the un/making of certain kinds of science people reveals material effects and affects. Practicing ethicopolitical hesitations prompt science educators to consider beginning their work from ontological assumptions that begin with abundance rather than lack.

Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change

NASA Astrophysics Data System (ADS)

Taylor, Dale L.; Booth, Shirley

2015-05-01

Pre-service teachers enter initial teacher education programmes with conceptions of teaching gleaned from their own schooling. These conceptions, which include teachers' beliefs, may be resistant to change, which is a challenge in contexts where teacher educators hope that teachers will teach in ways different from their own schooling. Conceptions of teaching found in different cultural and disciplinary contexts have contextual differences but have resonances with the results of research into teacher beliefs. Our sample of eight South African secondary physical science teachers was schooled in a system which encouraged knowledge transmission, but they were prepared in their initial teacher education for a learner-centred approach. After they had taught for a few years, we explored their conceptions of science teaching, using phenomenographic interviews. Four conceptions emerged inductively from the analysis: transferring science knowledge from mind to mind; transferring problematic science knowledge from mind to mind; creating space for learning science knowledge and creating space for learning problematic science knowledge. Internally these conceptions are constituted by three dimensions of variation: the nature of the science knowledge to be learnt, the role of the students and the role of the teacher. Media and practical work play different roles in the external horizon of these conceptions. These conceptions reflect the disciplinary context as well as the emphases of the sample's initial teacher education programme. This suggests that initial teacher education can significantly shape teachers' conceptions of teaching.

An Informal Outreach Model for Fostering Diversity and inclusion in the Sciences

NASA Astrophysics Data System (ADS)

Morris, P. A.; Obot, V.

2006-05-01

In the greater Houston area we have developed an effective informal education model that encourages communication between racial and ethnic groups, increases the base knowledge of space science, and promotes family involvement in science education. Space Science Student Ambassadors (SSSA), part of a NASA funded MUCERPI program, is student led and interacts with the community through interactive demonstrations, mini-classes for schools, museums, youth clubs, neighborhood centers and community family events. The events vary in length from one day to three weeks. The predominantly African American and Hispanic student ambassadors are recruited from inner city high schools and minority serving universities. NASA Johnson Space Center scientists are involved in the science education and training of the students. The students receive training in safety, classroom control, time management and team building skills. The lead SSSA contacts potential venues and establishes the event calendar. The students organize the activities for each venue. The SSSA increase their science knowledge. The diversity of the students and their cordial interactions serve as role models for venue participants. The participants can visually see the lack of ethnic or racial boundaries as the ambassadors interact with each other and the audience. Many of our SSSA have stated in evaluations that they have learned more about space science in our program than in their classes. Some of our SSSA are now pursuing graduate degrees in the geosciences. These students, prior to their involvement in our program, would not have pursued graduate degrees or they may have pursued degrees in other fields.

Teacher in Space Program - The challenge to education in the space age

NASA Technical Reports Server (NTRS)

Brown, R. W.; Morgan, B. R.

1986-01-01

An account is given of the significant events which occurred in the Teacher in Space Program following the Challenger Space Shuttle accident on January 28, 1986. The analysis indicates that the accident has not prevented the continuing effective implementation of the three educational goals of the Teacher in Space Program which are to: (1) raise the prestige of the teaching profession, (2) increase the awareness in the education community of the impact of technology and science on this country's future in preparing students for the future, and (3) use aeronautics and space as a catalyst to enhance all subject areas and grade levels of U.S. education systems.

East African ROAD

NASA Astrophysics Data System (ADS)

Tekle, Kelali

2016-10-01

In the developing world astronomy had been treated as the science of elites. As a result of this overwhelming perception, astronomy compared with other applied sciences has got less attention and its role in development has been insignificant. However, the IAU General Assembly decision in 2009 opened new opportunity for countries and professionals to deeply look into Astronomy and its role in development. Then, the subsequent establishment of regional offices in the developing world is helping countries to integrate astronomy with other earth and space based sciences so as to progressively promote its scientific and development importance. Gradually nations have come to know that space is the frontier of tomorrow and the urgency of preeminence on space frontier starts at primary school and ascends to tertiary education. For this to happen, member nations in east African region have placed STEM education at the center of their education system. For instance, Ethiopian has changed University enrollment strategy to be in favor of science and engineering subjects, i.e. every year seventy percent of new University entrants join science and engineering fields while thirty percent social science and humanities. Such bold actions truly promote astronomy to be conceived as gateway to science and technology. To promote the concept of astronomy for development the East African regional office has actually aligned it activities to be in line with the focus areas identified by the IAU strategy (2010 to 2020).

An Interdisciplinary Undergraduate Space Physics Course: Understanding the Process of Science Through One Field's Colorful History

NASA Technical Reports Server (NTRS)

Lopez, Ramon E.

1996-01-01

Science education in this country is in its greatest period of ferment since the post-Sputnik frenzy a generation ago. In that earlier time, however, educators' emphasis was on producing more scientists and engineers. Today we recognize that all Americans need a good science background. The ability to observe, measure, think quantitatively, and reach logical conclusions based on available evidence is a set of skills that everyone entering the workforce needs to acquire if our country is to be competitive in a global economy. Moreover, as public policy increasingly crystallizes around scientific issues, it is critical that citizens be educated in science so that they may provide informed debate and on these issues. In order to develop this idea more fully, I proposed to teach a historically based course about space physics as an honors course at the University of Maryland-College Park (UMCP). The honors program at UMCP was established to foster broad-based undergraduate courses that utilize innovative teaching techniques to provide exemplary education to a select group of students. I designed an introductory course that would have four basic goals: to acquaint students with geomagnetic and auroral phenomena and their relationship to the space environment; to examine issues related to the history of science using the evolution of the field as an example; to develop familiarity with basic skills such as describing and interpreting observations, analyzing scientific papers, and communicating the results of their own research; and to provide some understanding of basic physics, especially those aspect that play a role in the near-earth space environment.

Science education as a civil right: Urban schools and opportunity-to-learn considerations

NASA Astrophysics Data System (ADS)

Tate, William

2001-11-01

In this article I make the case that urban science education is a civil rights issue and that to effectively address it as such we must shift from arguments for civil rights as shared physical space in schools to demands for high-quality academic preparation that includes the opportunity to learn science. The argument is organized into two sections: first, a review of the school desegregation literature to make the case that urban science education for all is a civil rights issue; and second, an examination and critique of opportunity-to-learn literature, including an analysis of three opportunity-to-learn constructs to illustrate their potential as civil rights tools in science education.

NASA and Public Libraries: Enhancing STEM Literacy in Underserved Communities

NASA Astrophysics Data System (ADS)

Dusenbery, P.; LaConte, K.; Harold, J. B.; Randall, C.

2016-12-01

NASA research programs are helping humanity understand the origin and evolution of galaxies, stars, and planets, and defining the conditions necessary to support life beyond Earth. The Space Science Institute's (SSI) National Center for Interactive Learning (NCIL) was recently funded by NASA`s Science Mission Directorate (SMD) to develop and implement a project called NASA@ My Library: A National Earth and Space Science Initiative That Connects NASA, Public Libraries and Their Communities. As places that offer their services for free, public libraries have become the "public square" by providing a place where members of a community can gather for information, educational programming, and policy discussions. Libraries are developing new ways to engage their patrons in STEM learning, and NCIL's STAR Library Education Network (STAR_Net) has been supporting their efforts for the last eight years, including through a vibrant community of practice that serves both librarians and STEM professionals. Project stakeholders include public library staff, state libraries, the earth and space science education community at NASA, subject matter experts, and informal science educators. The project will leverage high-impact SMD and library events to catalyze partnerships through dissemination of SMD assets and professional development. It will also develop frameworks for public libraries to increase STEM interest pathways in their communities (with supports for reaching underserved audiences). This presentation will summarize the key activities and expected outcomes of the 5-year project.

Spaced education activates students in a theoretical radiological science course: a pilot study.

PubMed

Nkenke, Emeka; Vairaktaris, Elefterios; Bauersachs, Anne; Eitner, Stephan; Budach, Alexander; Knipfer, Christian; Stelzle, Florian

2012-05-23

The present study aimed at determining if the addition of spaced education to traditional face-to-face lectures increased the time students kept busy with the learning content of a theoretical radiological science course. The study comprised two groups of 21 third-year dental students. The students were randomly assigned to a "traditional group" and a "spaced education group". Both groups followed a traditional face-to-face course. The intervention in the spaced education group was performed in way that these students received e-mails with a delay of 14 days to each face-to-face lecture. These e-mails contained multiple choice questions on the learning content of the lectures. The students returned their answers to the questions also by e-mail. On return they received an additional e-mail that included the correct answers and additional explanatory material.All students of both groups documented the time they worked on the learning content of the different lectures before a multiple choice exam was held after the completion of the course. All students of both groups completed the TRIL questionnaire (Trierer Inventar zur Lehrevaluation) for the evaluation of courses at university after the completion of the course. The results for the time invested in the learning content and the results of the questionnaire for the two groups were compared using the Mann-Whitney-U test. The spaced education group spent significantly more time (216.2 ± 123.9 min) on keeping busy with the learning content compared to the traditional group (58.4 ± 94.8 min, p < .0005). The spaced education group rated the didactics of the course significantly better than the traditional group (p = .034). The students of the spaced education group also felt that their needs were fulfilled significantly better compared to the traditional group as far as communication with the teacher was concerned (p = .022). Adding spaced education to a face-to-face theoretical radiological science course activates students in a way that they spend significantly more time on keeping busy with the learning content.

KSC-02pd0619

NASA Image and Video Library

2002-04-29

KENNEDY SPACE CENTER, FLA. -- At the opening ceremony for the new program known as SABRE, Space Agricultural Biotechnology Research and Education, William Knott speaks to attendees. Knott is senior scientist in the NASA biological sciences office. SABRE is a joint effort of the University of Florida and NASA and will focus on the discovery, development and application of the biological aspects of advanced life support strategies. The program will include faculty from UF's Institute of Food and Agricultural Sciences, who will be located at both KSC - in the state-owned Space Experiment Research and Processing Laboratory (SERPL) being built there - and UF in Gainesville. Robert Ferl, professor in the horticultural sciences department and assistant director of the University of Florida Biotechnology Program, will direct and be responsible for coordinating the research and education.

Live from the Hubble Space Telescope: a possibility of astronomical education using Internet.

NASA Astrophysics Data System (ADS)

Agata, H.; Miura, H.; Ito, S.; Koyama, H.; Turuoka, N.; Ebisuzaki, T.

1996-12-01

The authors have joined in "Live from the Hubble Space Telescope" which was operated by a Passport to Knowledge Project team. The authors are sure that collaboration between scientists and teachers using Internet have an effect on science education.

Candidates for office 2004-2006

NASA Astrophysics Data System (ADS)

Timothy L. Killeen. AGU member since 1981. Director of the National Center for Atmospheric Research (NCAR); Senior Scientist, High Altitude Observatory; Adjunct Professor, University of Michigan. Major areas of interest include space physics and aeronomy remote sensing, and interdisciplinary science education. B.S., Physics and Astronomy (first class honors), 1972, University College London; Ph.D., Atomic and Molecular Physics, 1975, University College London. University of Michigan: Researcher and Professor of Atmospheric, Oceanic, and Space Sciences, 1978-2000 Director of the Space Physics Research Laboratory 1993-1998 Associate Vice-President for Research, 1997-2000. Visiting senior scientist at NASA Goddard Space Flight Center, 1992. Program Committee, American Association for the Advancement of Science; Council Member, American Meteorological Society; Editor-in-Chief, Journal of Atmospheric and Solar-Terrestrial Physics; Chair, Jerome K.Weisner National Policy Symposium on the Integration of Research and Education, 1999. Authored over 140 publications, 57 in AGU journals. Significant publications include: Interaction of low energy positrons with gaseous atoms and molecules, Atomic Physics, 4, 1975; Energetics and dynamics of the thermosphere, Reviews of Geophysics, 1987; The upper mesosphere and lower thermosphere, AGU Geophysical Monograph, 1995, Excellence in Teaching and Research awards, College of Engineering, University of Michigan; recipient of two NASA Achievement Awards; former chair, NASA Space Physics Subcommittee; former chair, National Science Foundation (NSF) Coupling, Energetics and Dynamics of Atmospheric Regions (CEDAR) program; former member, NSF Advisory Committee for Geosciences, and chair of NSF's Atmospheric Sciences Subcommittee, 1999-2002 member, NASA Earth Science Enterprise Advisory Committee; member of various National Academy of Science/National Research Council Committees; cochair, American Association for the Advancement of Science National Meeting, 2003. AGU service includes: term as associate editor of Journal of Geophysical Research-Space Physics; chair, Panel on International Space Station; Global Climate Change Panel; Federal Budget Review Committee; member of AGU Program, Public Information, Awards, and Public Affairs committees; Chapman Conference Convener and Monograph editor; Section Secretary and Program Chair, Space and Planetary Relations Section; President of Space Physics and Aeronomy Section; AGU Council Member.

Bone Quest - A Space-Based Science and Health Education Unit

NASA Technical Reports Server (NTRS)

Smith, Scott M.; David-Street, Janis E.; Abrams, Steve A.

2000-01-01

This proposal addresses the need for effective and innovative science and health education materials that focus on space bone biology and its implications for bone health on Earth. The focus of these materials, bone biology and health, will increase science knowledge as well as health awareness. Current investigations of the bone loss observed after long-duration space missions provide a link between studies of bone health in space, and studies of osteoporosis, a disease characterized by bone loss and progressive skeletal weakness. The overall goal of this project is to design and develop web-based and print-based materials for high school science students, that will address the following: a) knowledge of normal bone biology and bone biology in a microgravity environment; b) knowledge of osteoporosis; c) knowledge of treatment modalities for space- and Earth-based bone loss; and d} bone-related nutrition knowledge and behavior. To this end, we propose to design and develop a Bone Biology Tutorial which will instruct students about normal bone biology, bone biology in a microgravity environment, osteoporosis - its definition, detection, risk factors, and prevention, treatment modalities for space- and Earth-based bone loss, and the importance of nutrition in bone health. Particular emphasis will be placed on current trends in . adolescent nutrition, and their relationships to bone health. Additionally, we propose to design and develop two interactive nutrition/health ' education activities that will allow students to apply the information provided in the Bone Biology Tutorial. In the first, students will apply constructs provided in the Bone Biology Tutorial to design "Bone Health Plans" for space travelers.

Hands on the sun: Teaching SEC science through hands on inquiery and direct observation

NASA Astrophysics Data System (ADS)

Mayo, L.; Cline, T.; Lewis, E.

2003-04-01

Hands on the Sun is a model partnership between the NASA Sun Earth Connection Education Forum (SECEF), Coronado Instruments, Space Science Institute, NOAO/Kitt Peak, Flandrau Planetarium, Astronomical League, and professional astronomers. This joint venture uses experiential learning, provocative talks, and direct observation in both formal and informal education venues to teach participants (K-12 educators, amateur astronomers, and the general public) about the sun, its impact on the Earth, and the importance of understanding the sun-Earth system. The program consists of three days of workshops and activities including tours and observing sessions on Kitt Peak including the National Solar Observatory, planetarium shows, exhibits on space weather, and professional development workshops targeted primarily at Hispanic public school science teachers which are intended to provide hands on activities demonstrating solar and SEC science that can be integrated into the classroom science curriculum. This talk will describe the many facets of this program and discuss our plans for future events.

A cogenerative inquiry using postcolonial theory to envisage culturally inclusive science education

NASA Astrophysics Data System (ADS)

Adams, Jennifer; Luitel, Bal Chandra; Afonso, Emilia; Taylor, Peter Charles

2008-12-01

This forum constitutes a cogenerative inquiry using postcolonial theory drawn from the review paper by Zembylas and Avraamidou. Three teacher educators from African, Asian and Caribbean countries reflect on problems confronting their professional practices and consider the prospects of creating culturally inclusive science education. We learn that in Mozambique, Nepal and the Caribbean scientism patrols the borders of science education serving to exclude local epistemological beliefs and discourses and negating culturally contextualized teaching and learning. Despite the diverse cultural hybridities of these countries, science education is disconnected from the daily lives of the majority of their populations, serving inequitably the academic Western-oriented aspirations of an elite group who are "living hybridity but talking scientism." The discussants explore their autobiographies to reveal core cultural values and beliefs grounded in their non-Western traditions and worldviews but which are in conflict with the Western Modern Worldview (WMW) and thus have no legitimate role in the standard school/college science classroom. They reflect on their hybrid cultural identities and reveal the interplay of multiple selves grounded in both the WMW and non-WMWs and existing in a dialectical tension of managed contradiction in a Third Space. They argue for dialectical logic to illuminate a Third Space wherein students of science education may be empowered to challenge hegemonies of cultural reproduction and examine reflexively their own identities, coming to recognize and reconcile their core cultural beliefs with those of Western modern science, thereby dissipating otherwise strongly delineated cultural borders.

Professional Development Workshops for the Media: A Model for Engaging Scientists and Journalists in Earth and Space Sciences

NASA Astrophysics Data System (ADS)

Cobabe-Ammann, E.; Jakosky, B.

2007-12-01

Historically, there has been a delineation between those activities that promote the education of the general public (formal and information education) and those that involve journalists and the media (public affairs). However, over the last several years, there has been recognition that in the interest of "full spectrum science communication", journalists, who deliver more than 85% of the science news and content to the general public, may be legitimately seen as an audience for education activities. The goal of these activities is not primarily to promote a specific story, event or theme, but instead to broaden and deepen journalists' understanding of space science and to promote increased communication and understanding among journalists, scientists and educators. In the last several years, the Laboratory for Atmospheric and Space Physics has initiated workshops for the professional development of journalists as a cornerstone of its Education program. To date, workshops have covered Mars System Science, Life in Extreme Environments, Extrasolar Planets, Out Planets, and soon, the Role of Uncertainty in Climate Change. These programs bring together 20 elite journalists from both print and broadcast and 6-8 internationally recognized scientists in a 3-4 day encounter. Evaluation of past workshops suggests that the journalists not only feel that these workshops are a worthwhile use of their time, but that they impact the quality of their writing. Several indicated that the quality of the writing and its content had been noticed by their editor and allowed them to more easily 'pitch' space science stories when they were in the news. Many, including several regional journalists, commented that the workshop provided a level of background information that would help them for years to come. In this talk, we present the LASP media workshop model, talk about editorial barriers for journalists and the impact of the workshops, and discuss lessons learned that increase participation by the nation's leading media outlets.

Urban Elementary STEM Initiative

ERIC Educational Resources Information Center

Parker, Carolyn; Abel, Yolanda; Denisova, Ekaterina

2015-01-01

The new standards for K-12 science education suggest that student learning should be more integrated and should focus on crosscutting concepts and core ideas from the areas of physical science, life science, Earth/space science, and engineering/technology. This paper describes large-scale, urban elementary-focused science, technology, engineering,…

Blue Sky Below My Feet. Adventures in Space Technology, Forces, Fibers, Foods. 4-H Leader/Teacher Handbook.

ERIC Educational Resources Information Center

Manholt, Donna; And Others

This teaching guide for 4th through 6th grade classes integrates science, language arts, and math concepts into ready-to-use space and space technology lessons. Significant learning outcomes for this curriculum are linked to Ohio's educational objectives for science in an at-a-glance curriculum matrix. A summary of the significant 4-H life skills…

Native American Science Education: A Compelling Opportunity for the Integration of Earth and Space Science

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Maryboy, N.; Begay, D.

2005-05-01

The strong relationships between Earth and sky in the worldviews of Native American people presents a wonderful opportunity for collaborations that can co-create compelling educational opportunities for both Native and non-Native learners. This paper will discuss the relationship among successful science education for Native Americans, standards-based science education, and informal science education. It will address some strategies for combining best practice in education with a deep cultural authenticity. Presenting astronomy in a culturally relevant and correct way is not only of value to the Native learner, but it is also of value to the non-Native learner because cultural relevance for Native people demands that science be presented via different learning modalities (e.g. visual, kinesthetic, tactile) and in a way that is more interconnected with other science and non-science disciplines. This kind of multi-modal and interdisciplinary approach is valuable and progressive for Non-native learners as well.

Creating a Teacher-Student Research Program Using the Spitzer Space Telescope

NASA Astrophysics Data System (ADS)

Daou, D.; Pompea, S.; Thaller, M.

2004-12-01

The Spitzer Science Center (SSC) and the National Optical Astronomy Observatory (NOAO) have created a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Space Telescope (SST) archives, and to receive training in infrared astronomy and observational techniques. The teachers will also attend a workshop offered by the SSC to learn about the observation planning process, and telescope and instrument capabilities. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the SST and work with the SST archival data. This program allows a team of 12 teachers and their students to utilize up to 3 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. Leveraging on a well-established teacher professional development, the SSC is offering this program to teachers in the Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing program at the NOAO. This NSF-sponsored program touches the formal education community through a national audience of well-trained and supported middle and high school teachers. The Spitzer educational research program also reaches an additional national audience of students through an informal education program based at the University of Arizona's Astronomy Camp, directed by Dr. Don McCarthy. During this camp, the teachers and their students will learn about the SST through the vast amount of data available in the Spitzer archives.

Leveraging Cognitive Science Underpinnings to Enhance NGSS Astronomy Concepts

NASA Astrophysics Data System (ADS)

Slater, Stephanie; Slater, Timothy F.

2014-06-01

National-scale science education reform efforts have been hampered by highly fragmented frameworks and standards that vary considerably from one state to the next. In an effort to improve the quality of science education across the nation’s K-12 schools, the 2013 Next Generation Science Standards (NGSS) have been designed to guide states in specifying the learning targets and performance expectations of all K-12 students. The NGSS is designed to reflect the 2011 Framework for K-12 Science Education developed by the National Research Council of the National Academy of Sciences. As teachers, curriculum developers, and assessment experts begin to implement the NGSS in specific geographical and socio-economic contexts, moving beyond an examination of common student misconceptions and reasoning difficulties to delineate the specific cognitive sources of those difficulties, and the specific interventions that can serve as countermeasures, should be a fruitful next step. While astronomy education researchers have already documented challenges in teaching system processes that operate with the space system, solar system, and interconnected Earth science systems, we are far from a thorough understanding of student thinking in astronomy. Many of these ideas can be better taught-and tested-by carefully examining the underlying cognitive science including learners’ difficulties with spatial thinking and the prescribed astronomy and space science concepts. The NGSS may prove to be useful as a framework for next steps in the cognitive science within astronomy, and this work may benefit from deliberate collaborations between education researchers, curriculum developers, and those who engage in teacher professional development.

U.S. Space Program Benefits to Education. Hearing before the Subcommittee on Space of the Committee on Science, Space, and Technology. U.S. House of Representatives, One Hundred Second Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology.

This hearing was held to review the educational benefits of the U.S. Space Program. Testimony was given by three panels of experts related to this topic. The three panels consisted of: (1) Daniel S. Goldin, Administrator, National Aeronautics and Space Administration (NASA); Dan Brandenstein, Captain, U.S. Navy, NASA Astronaut; and Damon Butler,…

National Directory of NASA Space Grant Contacts

NASA Technical Reports Server (NTRS)

2002-01-01

Congress enacted the National Space Grant College and Fellowship Program (also known as Space Grant). NASA's Space Grant Program funds education, research, and public service programs in all 50 States, the District of Columbia, and the Commonwealth of Puerto Rico through 52 university-based Space Grant consortia. These consortia form a network of colleges and universities, industry partners, State and local Government agencies, other Federal agencies, museum and science centers, and nonprofit organizations, all with interests in aerospace education, research, and training. Space Grant programs emphasize the diversity of human resources, the participation of students in research, and the communication of the benefits of science and technology to the general public. Each year approximately one-third of the NASA Space Grant funds support scholarships and fellowships for United States students at the undergraduate and graduate levels. Typically, at least 20 percent of these awards go to students from underrepresented groups, and at least 40 percent go to women. Most Space Grant student awards include a mentored research experience with university faculty or NASA scientists or engineers. Space Grant consortia also fund curriculum enhancement and faculty development programs. Consortia members administer precollege and public service education programs in their States. The 52 consortia typically leverage NASA funds with matching contributions from State, local, and other university sources, which more than double the NASA funding. For more information, consult the Space Grant Web site at http://education.nasa.gov/spacegrant/

Creative Space

ERIC Educational Resources Information Center

Bianchi, Lynne

2005-01-01

Creative Partnerships in Education UK (CAPE), funded by the National Endowment for Science, Technology and the Arts (NESTA), worked with the Centre for Science Education at Sheffield Hallam University and The Centre for the Understanding of the Built Environment (CUBE) to devise and manage this project in 10 primary and secondary schools in Leeds…

Earth Science Education Plan: Inspire the Next Generation of Earth Explorers

NASA Technical Reports Server (NTRS)

2004-01-01

The Education Enterprise Strategy, the expanding knowledge of how people learn, and the community-wide interest in revolutionizing Earth and space science education have guided us in developing this plan for Earth science education. This document builds on the success of the first plan for Earth science education published in 1996; it aligns with the new framework set forth in the NASA Education Enterprise Strategy; it recognizes the new educational opportunities resulting from research programs and flight missions; and it builds on the accomplishments th'at the Earth Science Enterprise has made over the last decade in studying Earth as a system. This document embodies comprehensive, practicable plans for inspiring our children; providing educators with the tools they need to teach science, technology, engineering, and mathematics (STEM); and improving our citizens' scientific literacy. This plan describes an approach to systematically sharing knowledge; developing the most effective mechanisms to achieve tangible, lasting results; and working collaboratively to catalyze action at a scale great enough to ensure impact nationally and internationally. This document will evolve and be periodically reviewed in partnership with the Earth science education community.

KENNEDY SPACE CENTER, FLA. - Officials of the NASA-Kennedy Space Center and the state of Florida pose for a group portrait at a dedication and ribbon-cutting ceremony for the Space Life Sciences Lab at the new lab. From left are Capt. Winston Scott, executive director of the Florida Space Authority; Dr. Robert J. Ferl, director of Space Agriculture Biotechnology Research and Education (SABRE), University of Florida; Charlie Quincy, chief of the Biological Sciences Office, Kennedy Space Center; Jose Perez-Morales, NASA Project Manager for the Space Life Sciences Lab; Jim Kennedy, director of the Kennedy Space Center; The Honorable Toni Jennings, lieutenant governor of the state of Florida; Frank T. Brogan, president of the Florida Atlantic University; and Dr. Samuel Durrance, executive director of the Florida Space Research Institute. Completed in August, the facility encompasses more than 100,000 square feet and was formerly known as the Space Experiment Research and Processing Laboratory or SERPL. The state, through the Florida Space Authority, built the research lab which is host to NASA, NASA’s Life Sciences Services contractor Dynamac Corp., Bionetics Corp., and researchers from the University of Florida. Dynamac Corp. leases the facility. The Florida Space Research Institute is responsible for gaining additional tenants from outside the NASA community.

NASA Image and Video Library

2003-11-19

KENNEDY SPACE CENTER, FLA. - Officials of the NASA-Kennedy Space Center and the state of Florida pose for a group portrait at a dedication and ribbon-cutting ceremony for the Space Life Sciences Lab at the new lab. From left are Capt. Winston Scott, executive director of the Florida Space Authority; Dr. Robert J. Ferl, director of Space Agriculture Biotechnology Research and Education (SABRE), University of Florida; Charlie Quincy, chief of the Biological Sciences Office, Kennedy Space Center; Jose Perez-Morales, NASA Project Manager for the Space Life Sciences Lab; Jim Kennedy, director of the Kennedy Space Center; The Honorable Toni Jennings, lieutenant governor of the state of Florida; Frank T. Brogan, president of the Florida Atlantic University; and Dr. Samuel Durrance, executive director of the Florida Space Research Institute. Completed in August, the facility encompasses more than 100,000 square feet and was formerly known as the Space Experiment Research and Processing Laboratory or SERPL. The state, through the Florida Space Authority, built the research lab which is host to NASA, NASA’s Life Sciences Services contractor Dynamac Corp., Bionetics Corp., and researchers from the University of Florida. Dynamac Corp. leases the facility. The Florida Space Research Institute is responsible for gaining additional tenants from outside the NASA community.

CSSTEAP for meeting the challenges of society

NASA Astrophysics Data System (ADS)

Deekshatulu, B.; Kant, Y.

Continuous development of human resources is crucial to ensuring the scientific and technological as well as economic &cultural development in any society/country. One such lead step was taken by UN-OOSA to introduce space science &technology Education for capacity building for direct social needs. Many such centres have been established across the developing regions of the world. One such centre is the Centre for Space Science for Technology Education for Asia and the Pacific (CSSTEAP) established on November 1, 1995 in India for the Asia-Pacific region. It has been imparting education/training in the areas of Remote Sensing &GIS, Satellite Communications (SATCOM), Satellite Meteorology &Global Climate (SATMET), Space &Atmospheric science using modern infrastructure, technology &training tools and practices. The centre is conceived as an institute that offers the best possible education, research and applications programme and experiences to the participants in all the 4 disciplines. The centre conducts long (9 months) and short courses /workshops (2 - 4 weeks) for scientists, technologists, teachers, decision makers and planners etc, in the above disciplines. So far 340 participants from 39 countries have been benefited. The centre has established linkages with many International organizations. In addition to education/training, centre plans to start collaboration projects in the above disciplines, also to start internet based training programmes and data bank generation of Asia-Pacific region. The vision of the centre is to outreach all the Asia-Pacific countries and hopes to be in the hub for space education and training activities in the region - linking national programs and academia.

Initiation and Propagation of Earth-directed Coronal Mass Ejections (CMEs)

DTIC Science & Technology

2015-02-28

Prof. Prasad Subramanian 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Indian ...CMEs) February 28 2015 Name of Principal Investigators (PI and Co-PIs): Prasad Subramanian (PI), Indian Institute of Science Education...Exellence in Space Sciences India Indian Institute of Science Education and Research, Kolkata Mohanpur 741252, West Bengal, India. Email: dnandi

ED20. Crisis or Opportunity? Earth and Space Science Education at the State and National Levels

NASA Astrophysics Data System (ADS)

Brett, J. M.

2011-12-01

Scientists and researchers, those often in oversight positions and often control of the purse strings, have historically not been kind to the Earth Systems Science (ESS) discipline. This is puzzling to those of us who are ESS educators because we know that to appreciate how our planet works it is necessary to integrate and apply all the disciplines of science. With our amazing technologies and the increasing demands of a growing population we are dramatically changing our home planet. Perhaps a crisis? As the last century ended we found ESS in the same minor league position it was in when the 20th Century started. During the review period of what was to become the National Science Education Standards (NSES) draft after draft, no matter what color the cover was, seemed to ignore, omit, or severely limit ESS topics in meteorology and oceanography. Once published the NSES became the basis for the science standards in many states with what many said were critical gaps. In the years following 1996 different groups have worked to correct the omissions they found by developing guides...Ocean Literacy: Essential Principles of Ocean Science K-12 and Climate Literacy: The Essential Principals of Climate Science. An observer on the side might have considered each effort one of lobbying to get attention, funding and materials. Each effort was clearly interested in making an impact where it mattered...in the classroom. Now our Opportunity! The NAS process for developing "A Framework for K-12 Science Education" presented ESS educators with a real opportunity and we can proudly say we made our voices heard. And while there is great enthusiasm for the framework and the Chapter 7 Earth and Space we face critically important work to bring real Earth Space Science Education into the K-12 classroom. The possibility of the standards to be developed from the Framework becoming Common Core for the majority of states following the course of ELA and mathematics requires that those who previously guarded their territory collaborate.

KSC-04PD-2192

NASA Technical Reports Server (NTRS)

2004-01-01

KENNEDY SPACE CENTER, FLA. Paul McFall (left), president, Pearson Scott Foresman, and Dr. Adena Williams Loston, NASA chief education officer, attend the kickoff of 'The Science in Space Challenge' at the Doubletree Hotel in Orlando, Fla. The national challenge program is sponsored by NASA and Pearson Scott Foresman, publisher of pre-K through grade six educational books. To participate in the challenge, teachers may submit proposals, on behalf of their students, for a science and technology investigation. Astronauts will conduct the winning projects on a Space Shuttle mission or on the International Space Station, while teachers and students follow along via television or the Web. For more information about the announcement, see the news release at http://www.nasa.gov/home/hqnews/2004/oct/HQ_04341_publication.htm l.

Implementing an Imaginative Unit: Wonders of the Water Cycle

ERIC Educational Resources Information Center

Hrennikoff, Margo

2006-01-01

The grade three curriculum set out by the British Columbia Ministry of Education has four categories for science: Processes of Science, Life Science, Physical Science, and Earth and Space Science. Within each of these categories there are numerous topics to teach. For example, the physical science curriculum requires students to learn about…

Putting the International Space Station to work.

PubMed

Clancy, Paul

2003-08-01

The International Space Station (ISS) is the largest international cooperative science and technology project ever undertaken. Involving the United States, Russia, Japan, Canada and 10 ESA Member States, it is now rapidly becoming a reality in orbit, offering unprecedented access for research and applications under space conditions. Europe has invested heavily in this endeavour and plans to exploit that investment by a vigorous utilisation of the ISS for life and physical sciences research and applications, space science, Earth observation, space technology development, the promotion of commercial access to space, and the use of space for educational purposes. In recent years, ESA has engaged in an intensive promotional effort to encourage potential user communities to exploit the novel opportunities that the ISS offers. It has also made significant financial commitments to develop both multi-user facilities for life and physical sciences studies in the Columbus Laboratory, and observational and technology exposure instruments using the external Columbus mounting locations, as well as giving financial support to promote commercial and educational activities. ESA has now elaborated a European Strategy for the efficient utilisation of the ISS by European scientists and other users, which is being coordinated with the Agency's Member States contributing to the ISS Programme, and with the European Science Foundation (ESF). In cooperation with the European Commission, ESA is also fostering synergy with the European Commission's Framework Programmes in terms of shared R&D objectives. This article describes the plan that has been evolved to integrate all of these various elements.

Space Science Enterprise Strategy

NASA Technical Reports Server (NTRS)

2003-01-01

The 2003 Space Science Enterprise Strategy represents the efforts of hundreds of scientists, staff, and educators, as well as collaboration with the other NASA Enterprises. It reveals the progress we have made, our plans for the near future, and our opportunity to support the Agency's Mission to "explore the universe and search for life." Space science has made spectacular advances in the recent past, from the first baby pictures of the universe to the discovery of water ice on Mars. Each new discovery impels us to ask new questions or regard old ones in new ways. How did the universe begin? How did life arise? Are we alone? These questions continue to inspire all of us to keep exploring and searching. And, as we get closer to answers, we will continue to share our findings with the science community, educators, and the public as broadly and as rapidly as possible. In this Strategy, you will find science objectives that define NASA's quest for discovery. You will also find the framework of programs, such as flight missions and ground-based research, that will enable us to achieve these objectives. This Strategy is founded on recommendations from the community, as well as lessons learned from past programs, and maps the stepping-stones to the future of space science.

NASA Report to Educators, Vol. 4, No. 3, October 1976.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

This periodical presents a summary of the Viking Mission to Mars, a listing of Skylab science films with the address for additional information; a schedule of exhibits at National Aeronautics and Space Administration visitor centers; space shuttle news; announcements of International Science Fair Awards; and an annotated bibliography of meteorites…

Space Moves: Adding Movement to Solar System Lessons

ERIC Educational Resources Information Center

Jenkins, Deborah Bainer; Heidorn, Brent

2009-01-01

Earth and space science figure prominently in the National Science Education Standards for levels 5-8 (NRC 1996). The Earth in the Solar System standard focuses on students' ability to understand (1) the composition of the solar system (Earth, Moon, Sun, planets with their moons, and smaller objects like asteroids and comets) and (2) that…

Earth/Space Science Course No. 2001310. [Student Guide and] Teacher's Guide.

ERIC Educational Resources Information Center

Atkinson, Missy

These documents contain instructional materials for the Earth/Space Science curriculum designed by the Florida Department of Education. The student guide is adapted for students with disabilities or diverse learning needs. The content of Parallel Alternative Strategies for Students (PASS) differs from standard textbooks with its simplified text,…

Partnership Brings Educational Exhibits, Events, and Resources from Seven National Research Laboratories to the Public in a New Retail Center: The Wonders of Science at Twenty Ninth Street Project

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Johnson, R.; Carbone, L.; Vangundy, S.; Adams, L.; Becker, K.; Cobabe-Ammanns, E.; Curtis, L.; Dusenbery, P.; Foy, R.; Himes, C.; Howell, C.; Knight, C.; Morehouse, R.; Koch, L.; O'Brian, T.; Rooney, J.; Schassburger, P.

2006-12-01

Federally Funded Research and Development Centers and universities are challenged to disseminate their educational resources to national audiences, let alone to find ways to collaborate with each other while engaging with the schools and public in their local communities. A unique new partnership involving seven world renowned research laboratories and a commercial land developer in the Denver Metropolitan is celebrating the unveiling of exhibits, web kiosk portals, and public science education events in a shopping mall. The October 2006 opening of the Twenty Ninth Street retail sales center (formerly Crossroad Mall) in Boulder, Colorado, has revitalized 60 acres in the heart of the city. It offers outdoor plazas that accommodate science education installations and lab-sponsored public events. The goal of the partnership is to celebrate the long-standing contributions of research laboratories to the community, increase awareness of each institution's mission, and entice visitors of all ages to learn more about science, mathematics, engineering, technology and related educational opportunities and careers. We describe how the public is responding to the Wonders of Science at Twenty Ninth Street, summarize lessons learned about this ambitious science education collaboration, and plans to sustain public and the K-12 community interest into the future. Partners in the Wonders of Science at Twenty Ninth Street include the JILA at the University of Colorado, the National Center for Atmospheric Research, National Institute for Science and Technology, National Oceanic and Atmospheric Administration, National Renewable Energy Laboratory, the University of Colorado's Laboratory for Atmospheric and Space Physics, Space Science Institute, and Westcor, the shopping mall's developer.

The International Space Station: A National Science Laboratory

NASA Technical Reports Server (NTRS)

Giblin, Timothy W.

2011-01-01

After more than a decade of assembly missions and on the heels of the final voyage of Space Shuttle Discovery, the International Space Station (ISS) has reached assembly completion. With visiting spacecraft now docking with the ISS on a regular basis, the Station now serves as a National Laboratory to scientists back on Earth. ISS strengthens relationships among NASA, other Federal entities, higher educational institutions, and the private sector in the pursuit of national priorities for the advancement of science, technology, engineering, and mathematics. In this lecture we will explore the various areas of research onboard ISS to promote this advancement: (1) Human Research, (2) Biology & Biotechnology, (3) Physical & Material Sciences, (4) Technology, and (5) Earth & Space Science. The ISS National Laboratory will also open new paths for the exploration and economic development of space.

Spatial Theorizing in Comparative and International Education Research

ERIC Educational Resources Information Center

Larsen, Marianne A.; Beech, Jason

2014-01-01

The authors argue for a critical spatial perspective in comparative and international education. We briefly summarize how time and space have been conceptualized within our field. We then review mainstream social science literature that reflects a metanarrative, which we critique for contributing to false dichotomies between space and place and…

Science and Technology Education in Two-Year Colleges. Hearing before the Subcommittee on Science of the Committee on Science, Space, and Technology. U.S. House of Representatives, One Hundred Second Congress, First Session (November 19, 1991). [No. 92.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology.

This report on a House congressional hearing on proposed legislation regarding the improvement of science and technology education and advanced technical training in two-year colleges presents testimony, along with prepared letters, statements, and supplemental materials. The report opens with an introductory statement by Rick Boucher, the House…

The Forgetful Professor and the Space Biology Adventure

NASA Technical Reports Server (NTRS)

Massa, Gioia D.; Jones, Wanda; Munoz, Angela; Santora, Joshua

2014-01-01

This video was created as one of the products of the 2013 ISS Faculty Fellows Summer Program. Our High School science teacher faculty fellows developed this video as an elementary/middle school education component. The video shows a forgetful professor who is trying to remember something, and along the journey she learns more about the space station, space station related plant science, and the Kennedy Space Center. She learns about the Veggie hardware, LED lighting for plant growth, the rotating garden concept, and generally about space exploration and the space station. Lastly she learns about the space shuttle Atlantis.

Making Space Science and Exploration Accessible

NASA Astrophysics Data System (ADS)

Runyon, C. J.; Guimond, K. A.; Hurd, D.; Heinrich, G.

There are currently 28 million hard of hearing and deaf Americans, approximately 10 to 11 million blind and visually impaired people in North America, and more than 50 million Americans with disabilities, approximately half of whom are students. The majority of students with disabilities in the US are required to achieve the same academic levels as their non-impaired peers. Unfortunately, there are few specialized materials to help these exceptional students in the formal and informal settings. To assist educators in meeting their goals and engage the students, we are working with NASA product developers, scientists and education and outreach personnel in concert with teachers from exceptional classrooms to identify the types of materials they need and which mediums work best for the different student capabilities. Our goal is to make the wonders of space science and exploration accessible to all. As such, over the last four years we have been hosting interactive workshops, observing classroom settings, talking and working with professional educators, product developers, museum and science center personnel and parents to synthesize the most effective media and method for presenting earth and space science materials to audiences with exceptional needs. We will present a list of suggested best practices and example activities that can help engage and encourage a person with special needs to study the sciences, technology, engineering, and mathematics.

KSC-02pd0621

NASA Image and Video Library

2002-04-29

KENNEDY SPACE CENTER, FLA. -- At the opening ceremony for the new program known as SABRE, Space Agricultural Biotechnology Research and Education, key participants gather around the SABRE poster. From left are Robert Ferl, professor in the horticultural sciences department and assistant director of the University of Florida Biotechnology Program, who will direct and be responsible for coordinating the research and education; William Knott, senior scientist in the NASA biological sciences office; U.S. Representative Dave Weldon; Center Director Roy D. Bridges Jr.; and Florida Representative Bob Allen. Involving UF and NASA, SABRE will focus on the discovery, development and application of the biological aspects of advanced life support strategies. The program will include faculty from UF's Institute of Food and Agricultural Sciences, who will be located at both KSC - in the state-owned Space Experiment Research and Processing Laboratory (SERPL) being built there - and UF in Gainesville

Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

NASA Astrophysics Data System (ADS)

Holzer, M. A.; National Earth Science Teachers Association

2011-12-01

Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in other areas of the country. This presentation will provide an overview of our most recent survey results on climate change education in the K-12 Earth and space science classroom, including highlighting some of the strategies that teachers are using to bring this critically important area of science to their students.

14 CFR 1259.101 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... definitions shall apply: (a) Field related to space means any academic discipline or field of study (including the physical, natural and biological sciences, and engineering, space technology, education, economics... activities in the fields related to space: (i) Research; (ii) Training; or (iii) Advisory services. (j) Space...

NASA's Space Life Sciences Training Program.

PubMed

Coulter, G; Lewis, L; Atchison, D

1994-01-01

The Space Life Sciences Training Program (SLSTP) is an intensive, six-week training program held every summer since 1985 at the Kennedy Space Center (KSC). A major goal of the SLSTP is to develop a cadre of qualified scientists and engineers to support future space life sciences and engineering challenges. Hand-picked, undergraduate college students participate in lectures, laboratory sessions, facility tours, and special projects: including work on actual Space Shuttle flight experiments and baseline data collection. At NASA Headquarters (HQ), the SLSTP is jointly sponsored by the Life Sciences Division and the Office of Equal Opportunity Programs: it has been very successful in attracting minority students and women to the fields of space science and engineering. In honor of the International Space Year (ISY), 17 international students participated in this summer's program. An SLSTP Symposium was held in Washington D.C., just prior to the World Space Congress. The Symposium attracted over 150 SLSTP graduates for a day of scientific discussions and briefings concerning educational and employment opportunities within NASA and the aerospace community. Future plans for the SLSTP include expansion to the Johnson Space Center in 1995.

NASA's Space Life Sciences Training Program

NASA Technical Reports Server (NTRS)

Coulter, G.; Lewis, L.; Atchison, D.

1994-01-01

The Space Life Sciences Training Program (SLSTP) is an intensive, six-week training program held every summer since 1985 at the Kennedy Space Center (KSC). A major goal of the SLSTP is to develop a cadre of qualified scientists and engineers to support future space life sciences and engineering challenges. Hand-picked, undergraduate college students participate in lectures, laboratory sessions, facility tours, and special projects: including work on actual Space Shuttle flight experiments and baseline data collection. At NASA Headquarters (HQ), the SLSTP is jointly sponsored by the Life Sciences Division and the Office of Equal Opportunity Programs: it has been very successful in attracting minority students and women to the fields of space science and engineering. In honor of the International Space Year (ISY), 17 international students participated in this summer's program. An SLSTP Symposium was held in Washington D. C., just prior to the World Space Congress. The Symposium attracted over 150 SLSTP graduates for a day of scientific discussions and briefings concerning educational and employment opportunities within NASA and the aerospace community. Future plans for the SLSTP include expansion to the Johnson Space Center in 1995.

Addressing the Misconceptions of Middle School Students About Becoming a Scientist or Engineer

NASA Technical Reports Server (NTRS)

Newsom, H. E.; Sorge, C.; Hagerty, J. J.

2000-01-01

Assessment of our educational outreach program shows that students and their parents are excited about space science, but stereotypes about science and scientists drastically effect student attitudes about science and pursuing a technical career.

Global Change Research Related to the Earth's Energy and Hydrologic Cycle

NASA Technical Reports Server (NTRS)

1998-01-01

The Institute for Global Change Research and Education (IGCRE) is a joint initiative of the Universities Space Research Association (USRA) and the University of Alabama in Huntsville (UAH) for coordinating and facilitating research and education relevant to global environmental change. Created in 1992 with primary support from the National Aeronautics and Space Administration (NASA), IGCRE fosters participation by university, private sector and government scientists who seek to develop long-term collaborative research in global change science, focusing on the role of water and energy in the Earth's atmosphere and physical climate system. IGCRE is also chartered to address educational needs of Earth system and global change science, including the preparation of future scientists and training of primary and secondary education teachers.

United Nations/European Space Agency Workshops on Basic Space Science

NASA Technical Reports Server (NTRS)

Haubold, H. J.; Ocampo, A.; Torres, S.; Wamsteker, W.

1995-01-01

In 1958, the United Nations (UN) formally recognized a new potential for international cooperation by establishing an ad hoc Committee on the Peaceful Uses of Outer Space (COPUOS). A year later the Committee became a permanent body, and by 1983 membership had expanded to 53 states, with more than half of the members coming from the developing world. In 1970, COPUOS established the UN Program on Space Applications in order to strengthen cooperation in space science and technology between non-industrialized and industrialized countries. In the last few years, the UN and its COPUOS have paid increasing attention to education and research in space science and technology, including basic space science. In 1991 the UN, in cooperation with ESA, initiated the organization of annual Workshops in Basic Space Science for developing countries. These Workshops are designed to be held in one of the following major regions: Asia and the Pacific, Latin America and the Caribbean, Africa, Western Asia, and Europe. Accordingly, Basic Space Science Workshops have already been held in India (1991), Costa Rica andColombia (1992), and Nigeria (1993). The fourth Workshop was held from 27 June to 1 July 1994 at the Cairo University, in Egypt, for Western Asia.

Bringing You the Moon: Lunar Education Efforts of the Center for Lunar Science and Education

NASA Technical Reports Server (NTRS)

Shaner, A. J.; Shupla, C.; Shipp, S.; Allen, J.; Kring, D. A.; Halligan, E.; LaConte, K.

2012-01-01

The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute and NASA's Johnson Space Center, is one of seven member teams of the NASA Lunar Science Institute. In addition to research and exploration activities, the CLSE team is deeply invested in education and public outreach. Overarching goals of CLSE education are to strengthen the future science workforce, attract and retain students in STEM disciplines, and develop advocates for lunar exploration. The team's efforts have resulted in a variety of programs and products, including the creation of a variety of Lunar Traveling Exhibits and the High School Lunar Research Project, featured at http://www.lpi.usra.edu/nlsi/education/.

Astronomy and Space Science On The School - An Outreach Project for Elementary and High School Students of Brasilia

NASA Astrophysics Data System (ADS)

Ferreira, Jose Leonardo

2016-07-01

This project aims to develop interdisciplinary actions, articulated and convergence in the field of education, dissemination and popularization of science and technology in Brasilia-DF, the Federal District of Brazil. These actions are also been carried out at DF surroundings areas. Since 2015 linked convergent actions are focused on the development of space science and astronomy teaching with hands on experimental activities. Workshops, short basic astronomy courses, expositions and planetarium show are been carried out by a team of professors, graduate and under graduate students from University of Brasilia- UnB. At the same time upgrade actions are been done in order to modernize The Luiz Cruls Astronomical Observatory located at the far campus of UnB, named Fazenda Água Limpa. It is now a Center for research and space science dissemination and popularization not only for students but also for the whole community of Brasilia. Working toghether with the Physics Institute of UnB we have the recently created Museum of Science and Technology of Brasilia, also located at the UnB campus. The Museum is responsible for contac with schools and Brasilia community and for the organization of the activities of the Science on the School Project. Science on the School is an educational, scientific and cultural proposal approved and financed by the brazillian national research council (CNPq) and by the Science and Technology Reseach Foundation of Brasilia. Besides science dissemination for the brazillian society the project is also developing theoretical and experimental research in the area of Space Science and Astronomy. The project also aim to transform the Museum in a strong Science Education Center for the Brazil central region population, It is going to be a cultural environment and leisure for the Federal District and surrounding areas of Brasilia. In this work we will describe the coordinate actions of The Luiz Cruls Astronomical Observatory the Physics Institute of UnB and of the Museum of Science and Technology of Brasilia destinate to converge public communication of science. In their facilities will be possible to conceive, plan, develop, encourage and support scientific activities (playful and interactive) in schools and communities in the Federal District and surrounding areas of Brasilia, focusing on different aspects of science and technology and their relationship with society through investigative practices involving, particularly students and teachers of basic education and the community in General. The project will act even in the promotion of events, courses, workshops and scientific-cultural experiences, production of radio and TV programs aimed at promoting initiation into Science and environmental awareness on basic education.

Sally Ride EarthKAM: 15 Years of STEM Education and Outreach from Aboard the International Space Station

NASA Astrophysics Data System (ADS)

Finley, T.; Griffin, R.; Klug, T.; Harbour, S.; Au, B.; Graves, S. J.

2016-12-01

Sally Ride EarthKAM @ Space Camp is a digital camera payload on board the International Space Station (ISS) that allows students from around the globe to request photos of the Earth from space. Since its launch to the ISS in 2001, approximately 110,000 images have been requested by students from over 90 countries. EarthKAM provides the ultimate platform for STEM engagement in both formal and informal educational settings, as it is currently the only earth observation science payload on station completely controlled by students. Images are requested and accessed through a web portal and can be used by educators in a multitude of ways to promote interest in geosciences, math, physics, and numerous other fields. EarthKAM is currently operated out of the US Space and Rocket Center in Huntsville, Alabama and is incorporated into many Space Camp programs. Space Camp hosts nearly 25,000 students and 500 educators each year, vastly improving EarthKAM exposure. Future concepts currently in development include the ability to collect new data products such as night-time and near-infrared imagery, additional science curricula in the form of focused lesson plans and image applications, and a redesigned graphical user interface for requesting photos. The EarthKAM project, a NASA educational outreach program, is currently managed by the US Space and Rocket Center, the University of Alabama in Huntsville, and Teledyne Brown Engineering, Inc.

The AGI-ASU-NASA Triad Program for K-12 Earth and Space Science Education

NASA Astrophysics Data System (ADS)

Pacheco, H. A.; Semken, S. C.; Taylor, W.; Benbow, A. E.

2011-12-01

The NASA Triad program of the American Geological Institute (AGI) and Arizona State University School of Earth and Space Exploration (ASU SESE) is a three-part effort to promote Earth and space science literacy and STEM education at the national level, funded by NASA through a cooperative agreement starting in 2010. NASA Triad comprises (1) infusion of NASA STEM content into AGI's secondary Earth science curricula; (2) national lead teacher professional development workshops; and (3) an online professional development guide for teachers running NASA STEM workshops. The Triad collaboration draws on AGI's inquiry-based curriculum and teacher professional-development resources and workforce-building programs; ASU SESE's spectrum of research in Mars and Moon exploration, astrobiology, meteoritics, Earth systems, and cyberlearning; and direct access to NASA facilities and dynamic education resources. Triad milestones to date include integration of NASA resources into AGI's print and online curricula and two week-long, national-scale, teacher-leader professional development academies in Earth and space sciences presented at ASU Dietz Museum in Tempe and NASA Johnson Space Flight Center in Houston. Robust front-end and formative assessments of these program components, including content gains, teacher-perceived classroom relevance, teacher-cohort lesson development, and teacher workshop design, have been conducted. Quantitative and qualitative findings from these assessment activities have been applied to identify best and most effective practices, which will be disseminated nationally and globally through AGI and NASA channels.

Developing Technologies for Space Resource Utilization: Concept for a Planetary Engineering Research Institute

NASA Astrophysics Data System (ADS)

Blacic, J. D.; Dreesen, D.; Mockler, T.

2000-01-01

There are two principal factors that control the economics and ultimate utilization of space resources: 1) space transportation, and 2) space resource utilization technologies. Development of space transportation technology is driven by major government (military and civilian) programs and, to a lesser degree, private industry-funded research. Communication within the propulsion and spacecraft engineering community is aided by an effective independent professional organization, the American Institute of Aeronautics and Astronautics (AIAA). The many aerospace engineering programs in major university engineering schools sustain professional-level education in these fields. NASA does an excellent job of public education in space science and engineering at all levels. Planetary science, a precursor and supporting discipline for space resource utilization, has benefited from the establishment of the Lunar and Planetary Institute (LPI) which has served, since the early post-Apollo days, as a focus for both professional and educational development in the geosciences of the Moon and other planets. The closest thing the nonaerospace engineering disciplines have had to this kind of professional nexus is the sponsorship by the American Society of Civil Engineers of a series of space engineering conferences that have had a predominantly space resource orientation. However, many of us with long-standing interests in space resource development have felt that an LPI-like, independent institute was needed to focus and facilitate both research and education on the specific engineering disciplines needed to develop space resource utilization technologies on an on-going basis.

Diversity and Innovation for Geosciences (dig) Texas Earth and Space Science Instructional Blueprints

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Bohls-Graham, E.; Riggs, E. M.; Serpa, L. F.; Jacobs, B. E.; Martinez, A. O.; Fox, S.; Kent, M.; Stocks, E.; Pennington, D. D.

2014-12-01

The NSF-sponsored DIG Texas Instructional Blueprint project supports the development of online instructional blueprints for a yearlong high school-level Earth science course. Each blueprint stitches together three-week units that contain curated educational resources aligned with the Texas state standards for Earth and Space Science and the Earth Science Literacy Principles. Units focus on specific geoscience content, place-based concerns, features or ideas, or other specific conceptual threads. Five regional teams composed of geoscientists, pedagogy specialists, and practicing science teachers chose unit themes and resources for twenty-two units during three workshops. In summer 2014 three Education Interns (Earth science teachers) spent six weeks refining the content of the units and aligning them with the Next Generation Science Standards. They also assembled units into example blueprints. The cross-disciplinary collaboration among blueprint team members allowed them to develop knowledge in new areas and to share their own discipline-based knowledge and perspectives. Team members and Education Interns learned where to find and how to evaluate high quality geoscience educational resources, using a web-based resource review tool developed by the Science Education Resource Center (SERC). SERC is the repository for the DIG Texas blueprint web pages. Work is underway to develop automated tools to allow educators to compile resources into customized instructional blueprints by reshuffling units within an existing blueprint, by mixing units from other blueprints, or creating new units and blueprints. These innovations will enhance the use of the units by secondary Earth science educators beyond Texas. This presentation provides an overview of the project, shows examples of blueprints and units, reports on the preliminary results of classroom implementation by Earth science teachers, and considers challenges encountered in developing and testing the blueprints. The project is a collaboration between The University of Texas at Austin, The University of Texas at El Paso, and Texas A&M University, all of which participate in the DIG Texas alliance. Website:serc.carleton.edu/dig_blueprints/index.html

Science Education Supporting Weather Broadcasters On-Air and in the Classroom with NASA "Mini-Education Supplements"

NASA Technical Reports Server (NTRS)

Shepherd, J. Marshall; Starr, David OC. (Technical Monitor)

2001-01-01

NASA-Goddard Space Flight Center has initiated a new project designed to expand on existing news services and add value to classrooms through the development and distribution of two-minute 'mini-supplements' which give context and teach about current weather and Earth research phenomena. The innovative mini-supplements provide raw materials for weather forecasters to build news stories around NASA related missions without having to edit the more traditional and cumbersome long-form video format. The supplements cover different weather and climate topics and include NASA data, animations, video footage, and interviews with scientists. The supplements also include a curriculum package with educational lessons, educator guide, and hand-on activities. One goal is to give on-air broadcasters who are the primary science educators for the general public what they need to 'teach' about the science related to NASA research behind weather and climate news. This goal achieves increasing public literacy and assures higher accuracy and quality science reporting by the media. The other goal is to enable on-air broadcasters to serve as distributors of high quality, standards-based educational curricula and supplemental material when they visit 8-12 grade classrooms. The focus of 'pilot effort' centers around the success of NASA's Tropical Rainfall Measuring Mission (TRMM) but is likely expandable to other NASA earth or space science missions.

A Medical Television Center; a Guide to Organizing a Large Television Center in Health Science Educational Institutions. Monograph 5.

ERIC Educational Resources Information Center

Potts, Robert E.

Guidelines are presented for establishing large television centers in health science education institutions. Television distribution systems are described, and staff, equipment, space and budgetary requirements are discussed. Included are: (1) a proposed chart of organizational development and job descriptions; (2) suggested equipment purchases;…

Unpacking "Culture" in Cultural Studies of Science Education: Cultural Difference versus Cultural Production

ERIC Educational Resources Information Center

Carlone, Heidi; Johnson, Angela

2012-01-01

In this article, we explore three anthropological approaches to science education research: funds of knowledge, third space/hybridity and practice theory. Definitions, historical origins, uses and constraints of each approach are included along with reviews of exemplary studies in each tradition. We show that funds of knowledge research draws on…

America Can Teach Asia a Lot about Science, Technology, and Math

ERIC Educational Resources Information Center

Bharucha, Jamshed

2008-01-01

There is a sense of urgency in America today, reminiscent of the "space race" rhetoric of the cold-war era, that Americans must get their act together in science, technology, engineering, and mathematics (STEM) education because the Asians are coming. Many people believe that higher-education institutions in countries like China and…

Gender Issues: Women's Participation in the Sciences Has Increased, but Agencies Need to Do More to Ensure Compliance with Title IX. Report to Congressional Requesters. GAO-04-639

ERIC Educational Resources Information Center

Ashby, Cornelia M.

2004-01-01

Because of concerns about women's access to opportunities in the sciences, this report addresses: how the Department of Education (Education), Department of Energy (Energy), National Aeronautics and Space Administration (NASA), and National Science Foundation (NSF) ensure that federal grant recipient institutions comply with Title IX in math,…

First Year K-12 Teachers as High Leverage Point to Implement GEMS Space Science Curriculum Sequence

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Mendez, B. J.; Schultz, G.; Wierman, T.

2013-01-01

The recurring challenge for curriculum developers is how to efficiently prepare K-12 classroom teachers to use new curricula. First-year teachers, numbering nearly 250,000 in the US each year, have the greatest potential to impact the largest number of students because they have potential to be in the classroom for thirty years. At the same time, these novice teachers are often the most open minded about adopting curricular innovation because they are not yet deeply entrenched in existing practices. To take advantage of this high leverage point, a collaborative of space scientists and science educators at the University of California, Berkeley’s Lawrence Hall of Science and Center for Science Education at the Space Sciences Laboratory with experts from the Astronomical Society of the Pacific, the University of Wyoming, and the CAPER Center for Astronomy & Physics Education experimented with a unique professional development model focused on helping master teachers work closely with pre-service teachers during their student teaching internship field experience. The Advancing Mentor and Novice Teachers in Space Science (AMANTISS) team first identified master teachers who supervise novice, student teachers and trained these master teachers to use the GEMS Space Science Curriculum Sequence. Then, these master teachers were mentored in coaching interning student teachers assigned to them in using GEMS materials. Evaluation showed that novice teachers mentored by the master teachers felt knowledgeable after teaching the GEMS units. However, they seemed relatively less confident about the solar system and objects beyond the solar system. Overall, mentees felt strongly at the end of the year that they have acquired good strategies for teaching the various topics, suggesting that the support they received while teaching and working with a mentor was of real benefit to them. Funding provided in part by NASA ROSES AMANTISS NNX09AD51G

News Education: Physics Education Networks meeting has global scale Competition: Competition seeks the next Brian Cox Experiment: New measurement of neutrino time-of-flight consistent with the speed of light Event: A day for all those who teach physics Conference: Students attend first Anglo-Japanese international science conference Celebration: Will 2015 be the 'Year of Light'? Teachers: Challenging our intuition in spectacular fashion: the fascinating world of quantum physics awaits Research: Science sharpens up sport Learning: Kittinger and Baumgartner: on a mission to the edge of space International: London International Youth Science Forum calls for leading young scientists Competition: Physics paralympian challenge needs inquisitive, analytical, artistic and eloquent pupils Forthcoming events

NASA Astrophysics Data System (ADS)

2012-05-01

Education: Physics Education Networks meeting has global scale Competition: Competition seeks the next Brian Cox Experiment: New measurement of neutrino time-of-flight consistent with the speed of light Event: A day for all those who teach physics Conference: Students attend first Anglo-Japanese international science conference Celebration: Will 2015 be the 'Year of Light'? Teachers: Challenging our intuition in spectacular fashion: the fascinating world of quantum physics awaits Research: Science sharpens up sport Learning: Kittinger and Baumgartner: on a mission to the edge of space International: London International Youth Science Forum calls for leading young scientists Competition: Physics paralympian challenge needs inquisitive, analytical, artistic and eloquent pupils Forthcoming events

An Integrative Approach to Improving an Introductory Weather & Climate Course and Developing an Allied NASA Earth & Space Science Certificate Program for Pre-service Secondary Teachers (Invited)

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Martin-Hansen, L.; Diem, J.; Elliott, W.

2009-12-01

An Atlanta-based partnership made up of leaders in science, education, and Georgia’s state-wide STEM Education Initiative are creating an enduring legacy of climate science education for pre-service and in-service teachers in Georgia as well as for underrepresented high school students who participate in an "Early College" program with Georgia State University (GSU). The core elements of our NASA-funded program are to infuse NASA global climate change resources and best pedagogical practice into a popular 4-credit lecture/lab course called “Introduction to Weather & Climate” (GEOG 1112) at GSU, and to establish a sustainable academic program for pre-service teachers in the College of Education called the NASA Earth & Space Science (ESS) Teacher Certificate. The NASA ESS Certificate will require candidates to accomplish the following as part of (or in addition to) standard degree and licensure requirements: 1. successfully complete a graduate section of “Introduction to Weather and Climate” (GEOG 7112), which requires lesson planning related to course content and engagement with GSU's new CO2 monitoring station whose research-quality data will provide unique hands-on opportunities for Metro Atlanta students and teachers; 2) complete an additional advanced course in climate change (GEOG 6784) plus elective hours in physical science disciplines (e.g. astronomy and physics); 3) serve as a lab teaching assistant for GEOG 1112 and a coach for a cadre of Carver Early College students who are taking the course; 4) make at least one of two teaching practica at a Georgia-based NASA Explorer School; and 5) participate or co-present in a week-long, residential, field-based, Summer Institute in Earth & Space Science intended to increase the interest, knowledge, and ability of in-service secondary science educators to fulfill climate-related standards in Earth Science and Earth Systems Science. We will evaluate, document, and disseminate (to the University System of Georgia and beyond) our model for the NASA-enhancement of an introductory science course as a focal point for teacher preparation and professional development.

Dynamic Teachers Re-NEW with NASA.

ERIC Educational Resources Information Center

Ashby, Susanne

2001-01-01

Discusses the National Aeronautics and Space Administration's (NASA) Implementation Plan for Education which provides support to inservice teacher educators in the areas of technology and science. (ASK)

Science is Cool with NASA's "Space School Musical"

NASA Astrophysics Data System (ADS)

Asplund, S.

2011-10-01

To help young learners understand basic solar system science concepts and retain what they learn, NASA's Discovery and New Frontiers Programs have collaborated with KidTribe to create "Space School Musical," an innovative approach for teaching about the solar system. It's an educational "hip-hopera" that raps, rhymes, moves and grooves its way into the minds and memories of students and educators alike. The solar system comes alive, combining science content with music, fun lyrics, and choreography. Kids can watch the videos, learn the songs, do the cross-curricular activities, and perform the show themselves. The videos, songs, lyrics, and guides are available to all with free downloads at http://discovery.nasa.gov/

Center for Space Construction

NASA Technical Reports Server (NTRS)

Su, Renjeng

1998-01-01

The Center for Space Construction (CSC) at University of Colorado at Boulder is one of eight University Space Engineering Research Centers established by NASA in 1988. The mission of the Center is to conduct research into space technology and to directly contribute to space engineering education. The Center reports to the Department of Aerospace Engineering Sciences and resides in the College of Engineering and Applied Sciences. The College has a long and successful track record of cultivating multi-disciplinary research and education programs. The Center for Space Construction represents prominent evidence of this record. The basic concept on which the Center was founded is the in-space construction of large space systems, such as space stations, interplanetary space vehicles, and extraterrestrial space structures. Since 1993, the scope of CSC research has evolved to include the design and construction of all spacecraft, large and small. With the broadened scope our research projects seek to impact the technological basis for spacecraft such as remote sensing satellites, communication satellites and other special-purpose spacecraft, as well as large space platforms. A summary of accomplishments, including student participation and degrees awarded, during the contract period is presented.

Strategy For Implementing The UN "Zero-Gravity Instrument Project" To Promote Space Science Among School Children In Nigeria

NASA Astrophysics Data System (ADS)

Alabi, O.; Agbaje, G.; Akinyede, J.

2015-12-01

The United Nations "Zero Gravity Instrument Project" (ZGIP) is one of the activities coordinated under the Space Education Outreach Program (SEOP) of the African Regional Centre for Space Science and Technology Education in English (ARCSSTE-E) to popularize space science among pre-collegiate youths in Nigeria. The vision of ZGIP is to promote space education and research in microgravity. This paper will deliberate on the strategy used to implement the ZGIP to introduce school children to authentic scientific data and inquiry. The paper highlights how the students learned to collect scientific data in a laboratory environment, analyzed the data with specialized software, obtained results, interpreted and presented the results of their study in a standard format to the scientific community. About 100 school children, aged between 7 and 21 years, from ten public and private schools located in Osun State, Nigeria participated in the pilot phase of the ZGIP which commenced with a 1-day workshop in March 2014. During the inauguration workshop, the participants were introduced to the environment of outer space, with special emphasis on the concept of microgravity. They were also taught the basic principle of operation of the Clinostat, a Zero-Gravity Instrument donated to ARCSSTE-E by the United Nations Office for Outer Space Affairs (UN-OOSA), Vienna, under the Human Space Technology Initiative (UN-HSTI). At the end of the workshop, each school designed a project, and had a period of 1 week, on a planned time-table, to work in the laboratory of ARCSSTE-E where they utilized the clinostat to examine the germination of indigenous plant seeds in simulated microgravity conditions. The paper also documents the post-laboratory investigation activities, which included presentation of the results in a poster competition and an evaluation of the project. The enthusiasm displayed by the students, coupled with the favorable responses recorded during an oral interview conducted to assess the impact of the project on the participants indicated that this method of informal education and 'Catch them Young' approach can be used to cultivate scientific research skills among school children and motivate them to develop interest in careers in space science and technology.

Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

NASA Astrophysics Data System (ADS)

Cole, T.; Teed, R.; Slattery, W.

2006-12-01

In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past, present and future Earth Systems science. Because the course is created for pre-service teachers, the class models the jigsaw teaching technique, an effective and age-appropriate method of science instruction. This enables pre-service teachers to experience a technique they can use in their own classroom. Course content is aligned with all state and national 4-10 Earth/Space Science standards, which supports pre- service Middle School Science teachers by covering the content areas tested in the Praxis Middle School Science test, a requirement for graduation with licensure from Wright State University. It also helps the pre- service teachers gain experience with the content that they will need to teach to their K-12 students, so they will be able to pass the high-stakes Ohio Graduation Test. Assessment of the Earth Systems course suggests that the course leads to increased science content knowledge that leads to success in passing the Praxis Middle Childhood Science Test, and that the pedagogy modeled in the course is used by the pre- service teachers in their own K-12 teaching upon graduation.

Opening the Mind's Eye to Science.

ERIC Educational Resources Information Center

Hassard, Jack

1982-01-01

Emphasizes the importance of imagination in scientific discovery and science education and identifies three processes which increase the richness of the visualization experience: relaxing, concentrating, and seeing. Suggests topics for guided experiences and example models for earth/space, life, and physical sciences. (DC)

Planet Press: an EGU initiative to bring geoscientific research to children

NASA Astrophysics Data System (ADS)

Ferreira, Bárbara

2016-04-01

Planet Press (http://www.egu.eu/education/planet-press/) is an EGU educational project that aims to get children (mainly 7-13 year olds), as well as their parents and educators, interested in and engaged with up-to-date scientific research and news. Planet Press articles are short versions of EGU press releases written in child-friendly language. Because EGU press releases cover research published in the various EGU scientific journals, Planet Press focuses on topics as varied as air pollution, glaciers, climate change, earthquakes, ocean sciences, droughts and floods, or space sciences. The texts are reviewed by both scientists and educators to make sure they are accurate and clear to their target audience. By sharing new and exciting geoscientific research with young kids, we hope to inspire them to develop an interest in the Earth, planetary and space sciences. In this presentation, we describe how the Planet Press idea came about, how the project is run, and the challenges and lessons learnt since the launch of this educational initiative in 2014. Planet Press, which has the support of the EGU Committee on Education, is made possible by the work of volunteer scientists and educators who review and translate the texts. We are grateful for the help of Jane Robb, former EGU Educational Fellow, with launching the project. Planet Press is inspired by Space Scoop (http://www.spacescoop.org/), an initiative by UNAWE, the EU-Universe Awareness organisation, that brings astronomy news to children every week.

Increasing Science Literacy in Nepal

NASA Astrophysics Data System (ADS)

Lamsal, Jeevan

2016-07-01

Nepal, a small landlocked and one of the least developed countries in south Asia is curious with its neighbor's giant space missions. As for now, space mission is not imminent to Nepal at least for decade. Due to lack of proper education and the resources; space education is also not very effective. In the curriculum of Nepal, basic astronomy is included in the science book of middle school which consist only 5% of the total course and 10% in high school. However the total course has been mostly theoretical which has made this subject uninteresting and difficult among the students. The examinations in all education levels are practiced on the rote memorization of contents. Pokhara Astronomical Society (PAS) introduced new techniques in teaching with more practical approach. We helped students to construct bamboo telescopes and observe the night sky which brought tremendous interest in studying astronomy in middle school. Similarly in high schools we organized different kinds of webinar with renowned scientist from different parts of the world. We screened documentaries of space activities; we helped them to use online robotic telescopes by using internet. This eventually is creating more interest in students to study science and particularly astronomy in their higher studies. The use of mobile Apps and different satellite tracking website helped students determine the location of space objects and created more interest for detail study of them. We are now reaching thousands of students with different proceedings to popularize astronomy and generating interest to pursue higher education in this subject. As well as creating the scientific awareness and understanding among others who are not choosing science in their higher studies. This paper highlights the comparative study of advanced and practical approach of teaching over traditional approach. The results of survey suggest most students are interested in choosing science in their higher studies where practical approach of teaching has been applied. The simple method used by us could be exemplary in other developing countries like Nepal. Key Words: Nepal, Bamboo Telescope, Traditional Teaching Approach, Practical Approach

ARES Education and Public Outreach

NASA Technical Reports Server (NTRS)

Allen, Jaclyn; Galindo, Charles; Graff, Paige; Willis, Kim

2014-01-01

The ARES Directorate education team is charged with translating the work of ARES scientists into content that can be used in formal and informal K-12 education settings and assisting with public outreach. This is accomplished through local efforts and national partnerships. Local efforts include partnerships with universities, school districts, museums, and the Lunar and Planetary Institute (LPI) to share the content and excitement of space science research. Sharing astromaterials and exploration science with the public is an essential part of the Directorate's work. As a small enclave of physical scientists at a NASA Center that otherwise emphasizes human space operations and engineering, the ARES staff is frequently called upon by the JSC Public Affairs and Education offices to provide presentations and interviews. Scientists and staff actively volunteer with the JSC Speaker's Bureau, Digital Learning Network, and National Engineers Week programs as well as at Space Center Houston activities and events. The education team also participates in many JSC educator and student workshops, including the Pre-Service Teacher Institute and the Texas Aerospace Scholars program, with workshop presentations, speakers, and printed materials.

Pre-College Astronomy Education in the United States in the Twentieth Century

NASA Astrophysics Data System (ADS)

Bishop, J. E.

2003-03-01

The nature of pre-college astronomy education in the United States can be divided into several periods: 1900 to about 1955, 1955 to about 1980, and about 1980 to 2000. Until the Space Age, astronomy in elementary and secondary schools was minimal, a situation influenced in great part of the work of the National Education Association Committee of Ten in 1892. With the launch of the Russian Sputnik in November 1957, a rapid response of concern and action took place to improve science and math education, including astronomy. Efforts by small planetariums and the National Aeronautics and Space Administration (NASA) played large roles in re-introducing astronomy back into schools in the 1960s and 1970s. During the last decades, educational-research-based astronomy programs and a nationwide effort to improve astronomy and other science education were important at all pre-college levels. Although the basic astronomical literacy of students leaving secondary school at the close of the century needed improvement, awareness of astronomical discoveries had increased since the opening of the Space Age.

Teachers and Students Investigating Plants in Space. A Teacher's Guide with Activities for Life Sciences. Grades 6-12.

ERIC Educational Resources Information Center

Williams, Paul H.

The Collaborative Ukrainian Experiment (CUE) was a joint mission between the United States and the Ukraine (Russia) whose projects were designed to address specific questions about prior plant science microgravity experiments. The education project that grew out of this, Teachers and Students Investigating Plants in Space (TSIPS), involved…

Perceived Barriers and Strategies to Effective Online Earth and Space Science Instruction

ERIC Educational Resources Information Center

Pottinger, James E.

2012-01-01

With the continual growth and demand of online courses, higher education institutions are attempting to meet the needs of today's learners by modifying and developing new student centered services and programs. As a result, faculty members are being forced into teaching online, including Earth and Space science faculty. Online Earth and Space…

KSC-02pd0618

NASA Image and Video Library

2002-04-29

KENNEDY SPACE CENTER, FLA. -- Robert Ferl, professor in the horticultural sciences department and assistant director of the University of Florida Biotechnology Program, speaks during the opening ceremony to launch a new program called SABRE, Space Agricultural Biotechnology Research and Education, that involves UF and NASA. SABRE will focus on the discovery, development and application of the biological aspects of advanced life support strategies. The program will include faculty from UF's Institute of Food and Agricultural Sciences, who will be located at both KSC - in the state-owned Space Experiment Research and Processing Laboratory (SERPL) being built there - and UF in Gainesville. Ferl will direct and be responsible for coordinating the research and education efforts of UF and NASA.

The "Next Generation Science Standards" and the Earth and Space Sciences

ERIC Educational Resources Information Center

Wysession, Michael E.

2013-01-01

In this article, Michael E. Wysession comments on the "Next Generation Science Standards" (NGSS), which are based on the recommendations of the National Research Council and represent a revolutionary step toward establishing modern, national K-12 science education standards. The NGSS involves significant changes from traditional…

mSciences: An Affinity Space for Science Teachers

ERIC Educational Resources Information Center

Mota, Jorge; Morais, Carla; Moreira, Luciano; Paiva, João C.

2017-01-01

The project "Multimedia in science teaching: five years of research and teaching in Portugal" was successful in featuring the national research on multimedia in science education and in providing the community with a simple reference tool--a repository of open access scientific texts. The current work aims to describe the theoretical…

Counterspaces for Women of Color in STEM Higher Education: Marginal and Central Spaces for Persistence and Success

ERIC Educational Resources Information Center

Ong, Maria; Smith, Janet M.; Ko, Lily T.

2018-01-01

Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered "safe spaces" at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary…

NASA Astrophysics E/PO: A Quarter Century of Discovery and Inspiration with the Hubble Space Telescope

NASA Astrophysics Data System (ADS)

Jirdeh, Hussein; Straughn, Amber; Smith, Denise Anne; Eisenhamer, Bonnie

2015-08-01

April 24, 2015 marked the 25th anniversary of the launch of the Hubble Space Telescope. In its quarter-century in orbit, the Hubble Space Telescope has transformed the way we understand the Universe, helped us find our place among the stars, and paved the way to incredible advancements in science and technology.In this presentation, we explain how NASA and ESA, including the Space Telescope Science Institute (STScI) and partners, is using the 25th anniversary of Hubble’s launch as a unique opportunity to communicate to students, educators, and the public the significance of the past quarter-century of discovery with the Hubble Space Telescope. We describe the various programs, resources, and experiences we are utilizing to enhancethe public understanding of Hubble’s many contributions to the scientific world. These include educator professional development opportunities, exhibits, events, traditional and social media, and resources for educators (formal k-12, informal, and higher education). We also highlight how we are capitalizing on Hubble’s cultural popularity to make the scientific connection to NASA’s next Great Observatory, the James Webb Space Telescope.This presentation highlights many of the opportunities by which students, educators, and the public are joining in the anniversary activities, both in-person and online. Find out more at hubble25th.org and follow #Hubble25 on social media.

NASA Lunar Sample Education Disk Program - Space Rocks for Classrooms, Museums, Science Centers and Libraries

NASA Astrophysics Data System (ADS)

Allen, J. S.

2009-12-01

NASA is eager for students and the public to experience lunar Apollo rocks and regolith soils first hand. Lunar samples embedded in plastic are available for educators to use in their classrooms, museums, science centers, and public libraries for education activities and display. The sample education disks are valuable tools for engaging students in the exploration of the Solar System. Scientific research conducted on the Apollo rocks has revealed the early history of our Earth-Moon system. The rocks help educators make the connections to this ancient history of our planet as well as connections to the basic lunar surface processes - impact and volcanism. With these samples educators in museums, science centers, libraries, and classrooms can help students and the public understand the key questions pursued by missions to Moon. The Office of the Curator at Johnson Space Center is in the process of reorganizing and renewing the Lunar and Meteorite Sample Education Disk Program to increase reach, security and accountability. The new program expands the reach of these exciting extraterrestrial rocks through increased access to training and educator borrowing. One of the expanded opportunities is that trained certified educators from science centers, museums, and libraries may now borrow the extraterrestrial rock samples. Previously the loan program was only open to classroom educators so the expansion will increase the public access to the samples and allow educators to make the critical connections of the rocks to the exciting exploration missions taking place in our solar system. Each Lunar Disk contains three lunar rocks and three regolith soils embedded in Lucite. The anorthosite sample is a part of the magma ocean formed on the surface of Moon in the early melting period, the basalt is part of the extensive lunar mare lava flows, and the breccias sample is an important example of the violent impact history of the Moon. The disks also include two regolith soils and orange glass from a pyroclastic deposit. The loan program also includes Meteorite Disks containing six meteorites that will help educators share the early history of the solar system with students and the public. Educators may borrow either lunar or meteorite disks through Johnson Space Center Curatorial Office. In trainings provided by the NASA Aerospace Education Services Program specialists, educators certified to borrow the disk learn about education resources, the proper use of the samples, and the special security for care and shipping of the disks. The Lunar and Meteorite Sample Education Disk Program is set up to bridge to new education programs that will carry NASA exploration to more people. Getting Space Rocks out to the public and connecting the public to the current space exploration missions is the focus the NASA disk loan program.

Beyond borders: on the influence of the creationist movement on the educational landscape in the USA and Russia.

PubMed

Watts, Elizabeth; Hossfeld, Uwe; Tolstikova, Irina; Levit, Georgy S

2017-06-01

This paper provides a detailed look at how creationism originated in the United States and then explores how this evangelical trend was exported to Russia by American missionaries following the fall of the USSR. The comparison between these two countries is particularly interesting since the rivalry between the US and the USSR during the race to space caused both countries to revamp their science education. Yet, while political interests led both governments to focus on science education, creationist activities were simultaneously focused on diminishing the coverage of evolution in science classrooms. Now, decades following Sputnik's trip to space, the urgency to strengthen scientific learning has waned, while creationists are still equally focused on removing scientific naturalism in favor of supernatural explanations for the origin of species. This paper thus offers an in-depth look at which groups are currently responsible for promoting creationist activities in the US and in Russia and which groups are working hard to keep supernatural doctrines out of science curriculum.

Educational Technology: Computer-Based Instruction. Hearing before the Subcommittee on Technology and Competitiveness of the Committee on Science, Space, and Technology. U.S. House of Representatives, One Hundred Second Congress, First Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology.

This hearing on computer assisted instruction and the use of educational technology in classrooms was held in response to a presidential request that instructional innovation be given special attention, particularly in science and mathematics education, in every congressional district. This transcript of the hearing includes statements presented…

Collaborating with Space-related Research Institutes, Government Agencies and an Artistic team to create a series of Space-themed public events in Ireland in 2014

NASA Astrophysics Data System (ADS)

Shaw, N.; McSweeney, C.; Smyth, N.; O'Neill, S.; Foley, C.; Phelan, R.; Crawley, J.; Henderson, C.; Cullinan, M.; Baxter, S.; Colley, D.; Macaulay, C. J.; Conroy, L.

2015-10-01

A suite of informal interactive public engagement initiatives was created, to promote the importance of Space exploration, to ignite curiosity and discover new and engaging platforms for science in the Arts & in STEM Education, and to increase awareness of careers in Ireland's Space science industries. These included: (1)'To Space'- A live multimedia theatre performance aimed at the general public & young adult, (2) an adaptation of 'To Space' for 13- 17 year old students entitled 'ToSpace for School leavers' and (3) 'My Place in Space', created for families. Blending humour, warmth and humanity and positioning science within story is a highly effective public engagement tool in igniting curiosity across many audience types. The nurturing and investment of artists working within these new cross-disciplinary relationships should be encouraged and supported to further broaden and develop new methodology in public engagement of the planetary sciences.

Project LASER

NASA Technical Reports Server (NTRS)

1990-01-01

NASA formally launched Project LASER (Learning About Science, Engineering and Research) in March 1990, a program designed to help teachers improve science and mathematics education and to provide 'hands on' experiences. It featured the first LASER Mobile Teacher Resource Center (MTRC), is designed to reach educators all over the nation. NASA hopes to operate several MTRCs with funds provided by private industry. The mobile unit is a 22-ton tractor-trailer stocked with NASA educational publications and outfitted with six work stations. Each work station, which can accommodate two teachers at a time, has a computer providing access to NASA Spacelink. Each also has video recorders and photocopy/photographic equipment for the teacher's use. MTRC is only one of the five major elements within LASER. The others are: a Space Technology Course, to promote integration of space science studies with traditional courses; the Volunteer Databank, in which NASA employees are encouraged to volunteer as tutors, instructors, etc; Mobile Discovery Laboratories that will carry simple laboratory equipment and computers to provide hands-on activities for students and demonstrations of classroom activities for teachers; and the Public Library Science Program which will present library based science and math programs.

Astronomy in School Science.

ERIC Educational Resources Information Center

Gee, Brian

1979-01-01

Presents a report about astronomy education in the United Kingdom. Some of the views about astronomy activities in schools and the importance of teaching astronomy and space science in British schools are included. (HM)

Mainstream Issues of Education and Public Awareness of Space Activities and Sciences among universities and Scientific Institutes.

NASA Astrophysics Data System (ADS)

Singh, Balbir

This paper is an effort to study and analyze several constraints and issues of space technology and education that organizations other than governmental organizations face in awareness program. In recent years, advancements in technologies have made it possible for Volunteer and Technical Communities, non-government organizations, private agencies and academic research institutions to provide increasing support to space education management and emphasis on response efforts. Important cornerstones of this effort and support are the possibility to access and take advantage of satellite imagery as well as the use of other space-based technologies such as telecommunications satellites and global navigation satellite systems included in main curriculum plus the implementation of programs for use of high class sophisticated technologies used by industries to the students and researchers of non-space faring nations. The authors recognize the importance of such new methodologies for education and public Awareness. This paper demonstrates many hurdles universities and scientific institutions face including lack of access in terms of financial and technical resources for better support. A new model for coordinated private sector partnership in response to space sciences and education has been discussed. In depth analysis and techniques need to connect these pioneering communities with the space industry as well as the space governmental agencies, with special emphasis on financial constraints. The paper mandates its role to promote the use of space-based information; its established networks bringing together national institutions responsible for these space based activities, as well as other end users, and space solution experts; and its technical foundation, particularly in the area of information technologies. To help building a tighter cooperation and further understanding among all these communities, paper delivers an intensive report and solutions for future coordination and ease

Popularizing Space Education in Indian Context

NASA Astrophysics Data System (ADS)

Yalagi, Amrut

Indians have many mythological stories about many constellations and stars. Hindu months are based on MOON and 27 stars on Zodiac. They are very important for many Indians in ritual, religious functions. By prompting them to identify their birth star, really makes them elevated. Similarly conveying them the importance of star gazing with respect to their day today life makes them to take interest and active participation in Space Activities. Space activities should be driven by public; their requirements; their dreams and imaginations. Their active participation definitely gives valuable inputs to space scientists. Hence, there is a need of involving common man or public mass by appropriate motivation by organising sky gazing sessions, exhibitions, workshops, etc. In this connection, even if the some organisation are able to attract a small percent of qualified engineers/scientists,, enthusiastic students, it would result in the creation of a sizable pool of talent in space sciences,which may well determine the future mankind on this planet. Some simple motivation acts have made the people to take interest in space. we have been using certain methodologies to popularize space science - 1] Conducting theory sessions on basics of star gazing and conveying importance of sky gazing with respect to day-today life. 2] Organising seminars, workshops, lectures and other academic/popular science activities with special reference to space science 3] Projects - a] Cubsat Missions b] Automatic Weather Station Facility c] Model making d] Creating and simulating space models and rover making competitions. The 50 year's of Exploration has left tremendous impact on many society's working towards space education and exploration.

KSC-2009-5140

NASA Image and Video Library

2009-09-15

EDWARDS AIR FORCE BASE, Calif. – While on the space station, Buzz Lightyear supported NASA’s education outreach program – STEM (Science, Technology, Engineering and Mathematics) -- by creating a series of fun, educational online outreach programs. Following his return, Disney is partnering with NASA to create a new online educational game and an online mission patch competition for school kids across America. NASA will fly the winning patch in space. In addition, NASA plans to announce on Oct. 2 the details of a new exciting educational competition that will give students the opportunity to design an experiment for the astronauts on the space station.

Education and Science Connect at Sea

NASA Astrophysics Data System (ADS)

Leckie, R. Mark; St. John, Kristen; Peart, Leslie; Klaus, Ann; Slough, Scott; Niemitz, Matt

2006-06-01

In the past several decades, the scientific community's collective understanding of Earth's history and the processes that shape this dynamic planet has grown exponentially. Yet communicating the current understanding of Earth systems to the community outside of science (educators and students, policy makers, and the general public) has lagged. In 1995, the U.S. National Academy of Sciences (NAS) led the effort to establish National Science Education Standards (http://www.nap.edu/readingroom/books/nses/), with the goal of helping all students achieve scientific literacy. Earth and space sciences are one of the eight categories of content standards. Clearly the establishment of science education standards alone will not foster a scientifically literate society, as indicated in the NAS report ``Rising Above the Gathering Storm'' (http://www.nap.edu/catalog/11463.html). This report, released last fall, warns that without strong steps to improve federal support for science and technology education, the quality of life in the United States is threatened as the country loses its competitive edge.

STEM education for teachers in the Rio Grande Valley

NASA Astrophysics Data System (ADS)

Ries, Judit Gyorgyey; Baguio, Margaret R.

2015-11-01

We have worked with elementary and middle school teachers in the Rio Grande Valley for the last 10 years bringing Earth and Space Science themed workshops to underserved areas of Texas. The Texas curriculum was also changed to include Astronomy and Space Science requirement in the tests students need to take to prove their academic preparedness. The teachers worked through a variety of inquiry-based, hands-on activities after a short presentation on the background science. In order to evaluate our effectiveness, we have asked the teachers to take pre- and post-workshop tests, and we asked them to fill out a self-reflective survey. We will report on our experiences, what works best with the teachers, and in what areas we still have a long way to go.This work was supported by various NASA education grants and Cooperative agreements, as well as grants provided by the Texas Space Grant Consortium.

The NASA Space Place: A Plethora of Games, Projects, and Fun Facts for Celebrating Astronomy

NASA Astrophysics Data System (ADS)

Leon, N. J.; Fisher, D. K.

2008-12-01

The Space Place is a unique NASA education and public outreach program. It includes a NASA website (spaceplace.nasa.gov) in English and Spanish that targets elementary age children with appealing, content- rich STEM material on space science, Earth science, and technology. The site features science and/or technology content related to, so far, over 40 NASA missions. This overall program, as well as special efforts planned for IYA2009, strongly support many of the objectives of IYA. Some of these are: 1. Stimulate interest in astronomy and science, especially among young people and in audiences not normally reached. 2. Increase scientific awareness. 3. Support and improve formal and informal science education. 4. Provide a contemporary image of science and scientists. 5. Facilitate new astronomy education networks and strengthen existing ones. 6. Improve the gender-balanced representation of scientists at all levels and promote greater involvement of underrepresented groups. The Space Place program has cultivated a large network of community partners (Obj. 5), including museums, libraries, and planetariums, as well as a large network of avocational astronomy societies. We send the community partners monthly mailings of the latest NASA materials for their "NASA Space Place" display boards (Obj. 1, 2, 3, 5). The astronomy societies receive original articles with the latest "insider" news on NASA missions for publication in their newsletters or on their websites (Obj. 2, 5). Through these leveraged partnerships, we reach a large audience of children; parents; formal and informal educators; rural, minority, and otherwise underserved audiences (Obj. 1, 6); and avocational astronomers, many of whom work with children and the general public in the classroom or at special events (Obj. 2, 3). Supporting Obj. 4, are the "Space Place Live" cartoon "talk show" episodes, spaceplace.nasa.gov/en/kids/live. For IYA 2009, we will specifically prepare our partners to plan and carry out activities to tie in with the IYA April topic, Galaxies and the Distant Universe. The infrared Spitzer Space Telescope, as well as the Galaxy Evolution Explorer (GALEX) spacecraft are strongly represented on The Space Place web site, with interactive games, images, and crafts that explore the wonders of and latest discoveries about galaxies. In addition, in our mailings and other partner communications throughout the year, we will feature special activities and projects on spaceplace.nasa.gov, and suggest ways to use these resources in IYA-related events.

Involving Scientists in the NASA / JPL Solar System Educators Program

NASA Astrophysics Data System (ADS)

Brunsell, E.; Hill, J.

2001-11-01

The NASA / JPL Solar System Educators Program (SSEP) is a professional development program with the goal of inspiring America's students, creating learning opportunities, and enlightening inquisitive minds by engaging them in the Solar System exploration efforts conducted by the Jet Propulsion Laboratory (JPL). SSEP is a Jet Propulsion Laboratory program managed by Space Explorers, Inc. (Green Bay, WI) and the Virginia Space Grant Consortium (Hampton, VA). The heart of the program is a large nationwide network of highly motivated educators. These Solar System Educators, representing more than 40 states, lead workshops around the country that show teachers how to successfully incorporate NASA materials into their teaching. During FY2001, more than 9500 educators were impacted through nearly 300 workshops conducted in 43 states. Solar System Educators attend annual training institutes at the Jet Propulsion Laboratory during their first two years in the program. All Solar System Educators receive additional online training, materials and support. The JPL missions and programs involved in SSEP include: Cassini Mission to Saturn, Galileo Mission to Jupiter, STARDUST Comet Sample Return Mission, Deep Impact Mission to a Comet, Mars Exploration Program, Outer Planets Program, Deep Space Network, JPL Space and Earth Science Directorate, and the NASA Office of Space Science Solar System Exploration Education and Public Outreach Forum. Scientists can get involved with this program by cooperatively presenting at workshops conducted in their area, acting as a content resource or by actively mentoring Solar System Educators. Additionally, SSEP will expand this year to include other missions and programs related to the Solar System and the Sun.

Bad astronomy : misconceptions and misuses revealed, from astrology to the moon landing "hoax"

NASA Astrophysics Data System (ADS)

Plait, Philip C.

2002-02-01

Advance praise for Philip Plait s Bad Astronomy "Bad Astronomy is just plain good! Philip Plait clears up every misconception on astronomy and space you never knew you suffered from." --Stephen Maran, Author of Astronomy for Dummies and editor of The Astronomy and Astrophysics Encyclopedia "Thank the cosmos for the bundle of star stuff named Philip Plait, who is the world s leading consumer advocate for quality science in space and on Earth. This important contribution to science will rest firmly on my reference library shelf, ready for easy access the next time an astrologer calls." --Dr. Michael Shermer, Publisher of Skeptic magazine, monthly columnist for Scientific American, and author of The Borderlands of Science "Philip Plait has given us a readable, erudite, informative, useful, and entertaining book. Bad Astronomy is Good Science. Very good science..." --James "The Amazing" Randi, President, James Randi Educational Foundation, and author of An Encyclopedia of Claims, Frauds, and Hoaxes of the Occult and Supernatural "Bad Astronomy is a fun read. Plait is wonderfully witty and educational as he debunks the myths, legends, and 'conspiracies that abound in our society. 'The Truth Is Out There' and it's in this book. I loved it!" --Mike Mullane, Space Shuttle astronaut and author of Do Your Ears Pop in Space?

The Nation's Report Card Science 2011 State Snapshot Report. Minnesota. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

Come Fly with Me! Exploring Science 7-9 through Aviation/Aerospace Concepts.

ERIC Educational Resources Information Center

Housel, David C.; Housel, Doreen K. M.

This guide contains 67 activities dealing with various aerospace/aviation education concepts. The activities are presented in units related to physical science, earth science, and life science. In addition, there is a section related to student involvement in the space shuttle programs. The physical science unit (activities 1-23) focuses on the…

The Nation's Report Card Science 2011 State Snapshot Report. Pennsylvania. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Idaho. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. New Hampshire. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Hawaii. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

A Possible Pathway for High School Science in a STEM World

ERIC Educational Resources Information Center

Sneider, Cary

2011-01-01

Today's high school science teachers find themselves in a period of transition. For the past decade there have been calls for replacing a narrow focus on science education--the traditional courses in physics, chemistry, biology, and Earth and space science--with a broader curriculum on STEM (that is, the four allied fields of science, technology,…

The Nation's Report Card Science 2011 State Snapshot Report. Wisconsin. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Ohio. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Iowa. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Rhode Island. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Maryland. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Georgia. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. North Dakota. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Delaware. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Oklahoma. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Connecticut. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Kentucky. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Alabama. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. South Dakota. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Nevada. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Alaska. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Arizona. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Vermont. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Michigan. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Montana. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Nebraska. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. South Carolina. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Colorado. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. California. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Missouri. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. New Jersey. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Indiana. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Oregon. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Kansas. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Tennessee. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Louisiana. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. New York. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Washington. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Illinois. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Massachusetts. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. North Carolina. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Arkansas. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. District of Columbia. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Mississippi. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. New Mexico. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Maine. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. Florida. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

The Nation's Report Card Science 2011 State Snapshot Report. DoDEA. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

Fun and Games: using Games and Immersive Exploration to Teach Earth and Space Science

NASA Astrophysics Data System (ADS)

Reiff, P. H.; Sumners, C.

2011-12-01

We have been using games to teach Earth and Space Science for over 15 years. Our software "TicTacToe" has been used continuously at the Houston Museum of Natural Science since 2002. It is the single piece of educational software in the "Earth Forum" suite that holds the attention of visitors the longest - averaging over 10 minutes compared to 1-2 minutes for the other software kiosks. We now have question sets covering solar system, space weather, and Earth science. In 2010 we introduced a new game technology - that of immersive interactive explorations. In our "Tikal Explorer", visitors use a game pad to navigate a three-dimensional environment of the Classic Maya city of Tikal. Teams of students climb pyramids, look for artifacts, identify plants and animals, and site astronomical alignments that predict the annual return of the rains. We also have a new 3D exploration of the International Space Station, where students can fly around and inside the ISS. These interactive explorations are very natural to the video-game generation, and promise to bring educational objectives to experiences that had previously been used strictly for gaming. If space permits, we will set up our portable Discovery Dome in the poster session for a full immersive demonstration of these game environments.

An Educational Space Seminar to Increase American Student Interest in Space Careers

DTIC Science & Technology

1991-09-01

WHATS OUT THERE TODAY .................................................. 39 C. NASA PROGRAM REVIEW...115 6. COLLEGE/UNIVERSITY CHOICES.................................... 116 7. NASA FIELD CENTERS................................................. 127 8...demand affect the United States’ capability in space science and engineering? NASA , Department of Defense, private space industry, and academe are all

NASA CORE (Central Operation of Resources for Educators) Educational Materials Catalog

NASA Technical Reports Server (NTRS)

1998-01-01

This educational materials catalog presents NASA CORE (Central Operation of Resources for Educators). The topics include: 1) Videocassettes (Aeronautics, Earth Resources, Weather, Space Exploration/Satellites, Life Sciences, Careers); 2) Slide Programs; 3) Computer Materials; 4) NASA Memorabilia/Miscellaneous; 5) NASA Educator Resource Centers; 6) and NASA Resources.

Overview of NASA communications infrastructure

NASA Technical Reports Server (NTRS)

Arnold, Ray J.; Fuechsel, Charles

1991-01-01

The infrastructure of NASA communications systems for effecting coordination across NASA offices and with the national and international research and technological communities is discussed. The offices and networks of the communication system include the Office of Space Science and Applications (OSSA), which manages all NASA missions, and the Office of Space Operations, which furnishes communication support through the NASCOM, the mission critical communications support network, and the Program Support Communications network. The NASA Science Internet was established by OSSA to centrally manage, develop, and operate an integrated computer network service dedicated to NASA's space science and application research. Planned for the future is the National Research and Education Network, which will provide communications infrastructure to enhance science resources at a national level.

Planting local seed for growth to nationwide E/PO efforts

NASA Astrophysics Data System (ADS)

Fox, N.; Beisser, K.; Mendez, F.; Cockrell, D.; Wilhide, B.

The Johns Hopkins University Applied Physics Laboratory (JHU/APL) is the home to hundreds of scientists and engineers, all involved in research, design and implementation of space missions. Many of these people actively seek out ways to raise awareness and interest in the local community by visiting schools, giving public lectures and supporting events held at the laboratory. During the past few years, APL has begun to foster a number of firm partnerships with organizations to further these community opportunities and provide a test bed for both formal and informal education activities through the Space Department E/PO office One of our ongoing partnerships is with the Maryland Science Center in Baltimore. A continual challenge faced by museums is how to stay current and allow visitors to experience the immediacy and excitement of scientific discovery. To help meet these challenges, the Maryland Science Center houses "SpaceLink", the Nation's first space, science and astronomy update center. Part media center, part discovery room, and part newsroom, the exhibit is a multi-purpose Professional Development Site for educators and a "classroom of the future" for K 12 students. APL scientists and- engineers regularly support SpaceLink's flexible programming, including scientist in residence, monthly credited seminars for educators (Teachers' Thursdays), a menu of Classroom Programs on request, Distance Learning Teacher Presentations, and special Live Events to highlight mission milestones and space-related anniversaries. This allows the guest scientists and engineers to interact directly with the public. These events also compliment the APL exhibits housed at the Science Center. JHU/APL offers an exciting environment for the study of applications in space by hosting the annual Maryland Summer Center for Space Science sponsored by the Maryland State Department of Education. Rising 6t h and 7t h grade students learn to harness the power of technology and keep pace with the expanding knowledge of space science. They experience the process involved in planning/launching a simulated space mission, including design/fabrication of instrumentation for a spacecraft. They are part of a Mission Team that built a spacecraft scale model complete with instrumentation and even give a full mission overview oral presentation to their peers. During this 2 week experience, the students interact with the APL scientists and engineers directly responsible for the featured missions. Scientists and engineers team up with Comcast Cablevision of Maryland, Cable in the Classroom, and the Maryland State Department of Education to give Maryland middle school students a true outer space experience focusing on specific NASA missions. The students move from behind their desks to behind the scenes of a deep- space mission at JHU/APL. The students hear mission briefings and take part in a special student press conference with mission team members. They don clean-room suits and tour the Lab's space facilities, including the Mission Operations Center, the space environment simulation lab, the vibration test lab, and the satellite communications facility. These local programs for outreach opportunities have often served as the test bed for national programs and partnerships. In this presentation we will review the local programs to show how the organizations benefit from the partnership with APL and also how the APL outreach programs gain a much wider and more appreciative audience. We will also show how these programs are being expanded to a more nationwide focus.

Explorations in K-12 Education and Public Outreach

NASA Astrophysics Data System (ADS)

Limaye, S. S.; Pertzborn, R. A.; Sromovsky, L. A.

1997-07-01

Space exploration remains a topic of immense interest and excitement for children and the general public. A diverse approach has been utilized at the Space Science and Engineering Center to initiate outreach and K-12 education activities. The hands-on experience gained through a working relationships with educators has been useful in understanding the challenges, usefulness and limitations of scientists' involvement in the education process. Our efforts have included school visits, development of lesson plans (KidSat), internet based activities (Planet Exploration Toolkit for Live from Mars, a Passport to Knowledge Project), World Wide Web, Public Lectures, summer teacher enhancement workshops, internships, and substitute teaching in science classes. The feedback and comments from teachers and students has demonstrated the usefulness and need for these efforts. The experience has also demonstrated that a committed effort in outreach is ultimately satisfying although immensely time consuming. Our outreach efforts have been partially supported by a NASA/IDEA grant, Wisconsin Space Grant Consortium, NOAA and more recently, the Evjue Foundation (Madison-Wisconsin).

Turning the focus from `Other' to science education: exploring the invisibility of Whiteness

NASA Astrophysics Data System (ADS)

Sammel, Ali

2009-09-01

This paper provides another way to gaze upon Brad's story as presented by van Eijck and Roth (2010). It raises questions about infrastructural racism in contemporary science education by exploring its association with Whiteness and White privilege. To explore the racial positioning inherent in Western science education specific attention is given to the positions of power that accompany Western ways of knowing the world (i.e., science education) in comparison to Other ways of knowing the world (i.e., First Nations Ways of Knowing). The paper suggests the power relationships inherent within this dualism are asymmetrical due to the implications of Whiteness within colonial societies. Even though power relations were not discussed in Brad's story, the paper suggests the implications were visible. The paper concludes by advocating for a re-imagining in science education where the traditional ontological and epistemological foundations are deconstructed and spaces are created for enacting practical ways of resisting oppression.

Mathematical Model of the Public Understanding of Space Science

NASA Astrophysics Data System (ADS)

Prisniakov, V.; Prisniakova, L.

The success in deployment of the space programs now in many respects depends on comprehension by the citizens of necessity of programs, from "space" erudition of country. Purposefulness and efficiency of the "space" teaching and educational activity depend on knowledge of relationships between separate variables of such process. The empirical methods of ``space'' well-information of the taxpayers should be supplemented by theoretical models permitting to demonstrate a ways of control by these processes. Authors on the basis of their experience of educational activity during 50- years of among the students of space-rocket profession obtain an equation of ``space" state of the society determining a degree of its knowledge about Space, about achievements in its development, about indispensable lines of investigations, rates of informatization of the population. It is supposed, that the change of the space information consists of two parts: (1) - from going of the information about practical achievements, about development special knowledge requiring of independent financing, and (2) from intensity of dissemination of the ``free" information of a general educational line going to the population through mass-media, book, in family, in educational institutions, as a part of obligatory knowledge of any man, etc. In proposed model the level space well-information of the population depends on intensity of dissemination in the society of the space information, and also from a volume of financing of space-rocket technology, from a part of population of the employment in the space-rocket programs, from a factor of education of the population in adherence to space problems, from welfare and mentality of the people, from a rate of unemployment and material inequality. Obtained in the report on these principles the equation of a space state of the society corresponds to catastrophe such as cusp, the analysis has shown which one ways of control of the public understanding of space science. The boundary sectioning area of effective and unefficient modes of training and education of the population of country in space spirit is determined. The mathematical model of quality of process of education concern to an outer space exploration is reviewed separately. The coefficient of quality of education in an estimation of space event is submitted as relation Δ I' to mismatch of the universal standard of behavior with the information, which is going to the external spectator, about the applicable reacting of the considered individual Δ I''. The obtained outcomes allow to control a learning process and education of the society spirit of adherence to space ideals of mankind.

Leveraging New and Social Media to Educate the Masses

NASA Astrophysics Data System (ADS)

Gay, Pamela; CosmoQuest Team

2018-01-01

In today's connected world, scientists as individuals and as projects and institutions are turning to blogs, videos, and social media outlets like Twitter to share achievements, request aid, and discuss the issues of our science. Beyond sharing the thing-of-the-moment, these platforms also provide an environment where education is possible, and where creativity allows educators to engage broad audiences in active learning. In this presentation, we discuss how polling, ask-me-anything sessions, emoji, and animated gifs can be leveraged to test knowledge and facilitate engagement.Beyond looking at these techniques, we also examine audience engagement. Previously, it has been unclear if our day-to-day social media efforts have been merely preaching to one homogeneous choir from which we have all drawn our audiences, or if our individual efforts have been able to reach into different communities to multiply our impact. In this preliminary study, we examine the social media audiences of several space science Twitter feeds that relate to: podcasting; professional societies; individual programs; and individuals. This study directly measures the overlap in audiences and the diversity of interests held by these audiences. Through statistical analysis, we can discern if these audiences are all drawn from one single population, or if we are sampling different base populations with different feeds. The data generated in this project allow us to look beyond how our audiences interact with space science, with the added benefit of revealing their other interests. These interests are reflected by the non-space science accounts they follow on Twitter. This information will allow us to effectively recruit new people from space science adjacent interests.

The Radio JOVE Project

NASA Astrophysics Data System (ADS)

Garcia, L.; Thieman, J.; Higgins, C.

1999-09-01

Radio JOVE is an interactive educational activity which brings the radio sounds of Jupiter and the Sun to students, teachers, and the general public. This is accomplished through the construction of a simple radio telescope kit and the use of a real-time radio observatory on the Internet. Our website (http://radiojove.gsfc.nasa.gov/) will contain science information, instruction manuals, observing guides, and education resources for students and teachers. Our target audience is high school science classes, but subjects can be tailored to college undergraduate physics and astronomy courses or even to middle school science classes. The goals of the project are: 1) Educate people about planetary and solar radio astronomy, space physics, and the scientific method 2) Provide teachers and students with a hands-on radio astronomy exercise as a science curriculum support activity by building and using a simple radio telescope receiver/antenna kit 3) Create the first ever online radio observatory which provides real-time data for those with internet access 4) Allow interactions among participating schools by facilitating exchanges of ideas, data, and observing experiences. Our current funding will allow us to impact 100 schools by partially subsidizing their participation in the program. We expect to expand well beyond this number as publicity and general interest increase. Additional schools are welcome to fully participate, but we will not be able to subsidize their kit purchases. We hope to make a wide impact among the schools by advertising through appropriate newsletters, space grant consortia, the INSPIRE project (http://image.gsfc.nasa.gov/poetry/inspire/), electronic links, and science and education meetings. We would like to acknoledge support from the NASA/GSFC Director's Discretionary Fund, the STScI IDEAS grant program and the NASA/GSFC Space Science Data Operations Office.

Reaching for the Stars: NASA Space Science for Girl Scouts (Girl Scout Stars)

NASA Astrophysics Data System (ADS)

DeVore, E. K.; Harman, P. K.; Berg, J.; Friedman, W.; Fahy, J.; Henricks, J.; Chin, W.; Hudson, A.; Grissom, C.; Lebofsky, L. A.; McCarthy, D.; Gurton, S. P.; White, V.; Summer, T.; Mayo, L.; Patel, R.; Bass, K.

2016-12-01

Girl Scout Stars aims to enhance science, technology, engineering and mathermatics (STEM) experiences for Girl Scouts in grades K-12 through the national Girl Scout Leadership Experience. New space science badges are being created for every Girl Scout level. Using best practices, we engage girls and volunteers with the fundamental STEM concepts that underpin our human quest to explore the universe. Through early and sustained exposure to the people and assets of NASA and the excitement of NASA's Mission, they explore STEM content, discoveries, and careers. Today's tech savvy Girl Scout volunteers prefer just-in-time materials and asynchronous learning. The Girl Scout Volunteer Tool Kit taps into the wealth of online materials provided by NASA for the new space science badges. Training volunteers supports troop activities for the younger girls. For older girls, we enhance Girl Scout summer camp activities, support in-depth experiences at University of Arizona's Astronomy Camp, and "Destination" events for the 2017 total solar eclipse. We partner with the Night Sky Network to engage amateur astronomers with Girl Scouts. Univeristy of Arizona also leads Astronomy Camp for Girl Scout volunteers. Aires Scientific leads eclipse preparation and summer sessions at NASA Goddard Space Flight Center for teams of volunteers, amateur astronomers and older Girl Scouts. There are 1,900,000 Girl Scouts and 800,000 volunteers in the USA. During development, we work with the Girl Scouts of Northern California (50,000 girl members and 31,000 volunteers) and expand across the USA to 121 Girl Scout councils over five years. SETI Institute leads the experienced space science educators and scientists at Astronomical Society of the Pacific, University of Arizona, and Aires Scientific. Girl Scouts of the USA leads dissemination of Girl Scout Stars to Councils across the USA with support of Girl Scouts of Northern California. Through professional development of Girl Scout volunteers, Girl Scout Stars enhances public science literacy. Girl Scout Stars supports the NASA Science Mission Directorate Science Education Objectives and NASA's STEM Engagement and Educator Professional Development lines of business. The Girl Scout Research Institute at GSUSA leads program evaluation with Rockman, et al, external evaluators.

"Kahua A'o"--A Learning Foundation: Using Hawaiian Language Newspaper Articles for Earth Science Professional Development

ERIC Educational Resources Information Center

Chinn, Pauline W. U; Businger, Steven; Lance, Kelly; Ellinwood, Jason K.; Stone, J. Kapomaika'i; Spencer, Lindsey; McCoy, Floyd W.; Nogelmeier, M. Puakea; Rowland, Scott K.

2014-01-01

"Kahua A'o," a National Science Foundation Opportunities for Enhancing Diversity in the Geosciences project, seeks to prepare educators to address issues of underrepresentation of Native Hawaiian students in Earth and Space Science (ESS) and science, technology, engineering, and mathematics (STEM) fields. An interdisciplinary team…

SCIENCE EDUCATION IN THE JUNIOR COLLEGE, PROBLEMS AND PRACTICES.

ERIC Educational Resources Information Center

EISS, ALBERT F.

MAJOR ADDRESSES AND SUMMARIES OF GROUP ACTIVITIES FROM FOUR CONFERENCES ON TEACHING SCIENCE IN THE JUNIOR COLLEGE ARE PRESENTED. THE PRESENT STATUS OF JUNIOR COLLEGE SCIENCE IS EXAMINED AND SUGGESTIONS ARE MADE FOR IMPROVEMENT. NEW APPROACHES TO PHYSICAL SCIENCE AND BIOLOGICAL ASPECTS OF THE SPACE PROGRAM ARE CONSIDERED. WORKING GROUP REPORTS…

Study Indicates Some Improvement in U.S. Science Education.

ERIC Educational Resources Information Center

Krieger, James H.

1984-01-01

Preliminary analysis of the Second International Science Study shows, counter to trends in recent studies, improved overall science scores among fifth and ninth graders compared to the 1970s. In particular, fifth graders know more about biology and physical sciences and less about space travel compared to the 1970s. (JN)

Narratively Speaking: Oscillating in the Liminal Space of Science Education Between Two Worlds

NASA Astrophysics Data System (ADS)

Hogue, Michelle Marie

2011-12-01

Aboriginal success in the sciences is rare and as a consequent result there is little Aboriginal representation in science related-disciplines such as medicine, nursing, science education and scientific research to name a few. The Western academic system has historically been unfriendly to Aboriginal people with little understanding of Aboriginal Ways-of-Knowing and learning and as a result many Aboriginal people struggle academically in trying to bridge Aboriginal to Western ways-of-knowing and learning. But some have succeeded while maintaining their cultural identity, in spite of the odds. This research examines Aboriginal success at post-secondary education, specifically the ways in which those who succeeded did when so many have not. The narratives of experience of Aboriginal women and men from Manitoba, Saskatchewan and Alberta, who have journeyed through post-secondary education, with a specific although not an entire, focus on the sciences were collected. Additionally the narratives of those who left, as well as those who are currently on their academic journey, were collected. Through narrative analysis, it was found those who did succeed were able to see the space between the two opposing paradigms, Western and Aboriginal, as a space of possibility, a liminal space, rather than as a gap of deficiency. They had a dream or a vision of a different life, the will or inner strength to get the skills while at the same time maintaining their cultural identity and integrity. How they were able to do that is examined in this dissertation. The concept of the medicine wheel is used to metaphorically indicate the non-linearity of their journey and the inter-related and relatedness of how they were able to bridge both cultures. Understanding from the Aboriginal perspective, first-hand how they were able to succeed, to have voice and a subjective place in Western education is valuable information for those currently on, or embarking on that journey. As well, it will serve to inform post-secondary institutions and instructors of those institutions what is necessary for Aboriginal success in post-secondary education.

Pre-Service Teachers Institute

NASA Image and Video Library

2008-07-18

The Pre-Service Teachers Institute sponsored by Jackson (Miss.) State University participated in an agencywide Hubble Space Telescope workshop at Stennis Space Center on July 18. Twenty-five JSU junior education majors participated in the workshop, a site tour and educational presentations by Karma Snyder of the NASA SSC Engineering & Safety Center and Anne Peek of the NASA SSC Deputy Science & Technology Division.

This Is Challenger Center...Changing the Way Teachers Teach and Students Learn. [Information Packet].

ERIC Educational Resources Information Center

Challenger Center for Space Science Education, Alexandria, VA.

The Challenger Center for Space Science Education is a not-for-profit educational organization founded in 1986 following the Challenger 51-L space shuttle tragedy. This packet contains a variety of separate sheets and brochures providing information about the activities of the Challenger Center. Challenger Learning Centers provide hands-on,…

NASA STEM Event

NASA Image and Video Library

2013-01-19

NASA Astronaut and Associate Administrator for Education, Leland Melvin, talks to school children during an Science, Technology, Engineering, and Math (STEM) education event held at the Ritz-Carlton Hotel in Arlington, VA on Saturday, Jan. 19, 2013. Students were able to meet with Astronaut Melvin, conduct experiments, build their own space jab, and touch a mockup space suit. Photo Credit: (NASA/Bill Ingalls)

Pre-Service Teachers Institute

NASA Technical Reports Server (NTRS)

2008-01-01

The Pre-Service Teachers Institute sponsored by Jackson (Miss.) State University participated in an agencywide Hubble Space Telescope workshop at Stennis Space Center on July 18. Twenty-five JSU junior education majors participated in the workshop, a site tour and educational presentations by Karma Snyder of the NASA SSC Engineering & Safety Center and Anne Peek of the NASA SSC Deputy Science & Technology Division.

An overview of Korean astronaut’s space experiments

NASA Astrophysics Data System (ADS)

Lee, J. H.; Kim, Y. K.; Yi, S. Y.; Kim, K. S.; Kang, S. W.; Choi, G. H.; Sim, E. S.

2010-10-01

The paper presents an overview of the scientific space experiments in the Korean Astronaut Program (KAP) that were conducted on the International Space Station (ISS), beginning with launch of the Soyuz TMA-12 spacecraft with the first Korean astronaut and two Russian astronauts on April 8, 2008 and returning to Earth on April 19, 2008. During the 10 days aboard the ISS, the Korean astronaut successfully completed thirteen scientific experiments in biology, life science, material science, earth science, and system engineering, five educational space experiments, and three kinds of international collaboration experiments. These experiments were the first Korean manned space experiments and these missions were the first steps toward the manned space exploration by Korea. In this paper, we briefly discuss the descriptions, conduct, and results of the space experiments and discuss future plans. In addition, the lessons learned with respect to the performing of these manned space experiments on the ISS are presented.

Live from Space Station Learning Technologies Project

NASA Technical Reports Server (NTRS)

2001-01-01

This is the Final Report for the Live From Space Station (LFSS) project under the Learning Technologies Project FY 2001 of the MSFC Education Programs Department. AZ Technology, Inc. (AZTek) has developed and implemented science education software tools to support tasks under the LTP program. Initial audience consisted of 26 TreK in the Classroom schools and thousands of museum visitors to the International Space Station: The Earth Tour exhibit sponsored by Discovery Place museum.

Experience our Planet - EPO Opportunities in a Museum Environment

NASA Astrophysics Data System (ADS)

Schneider, S.

2013-12-01

Earth science interpretation is more than giving your audience facts and figures. It is about relate Earth sciences to something within the personality or experience of your audience. It is about revelation based on information rather than just give away information per se. And: The chief aim of interpretation is not instruction but provocation. A great environment for Earth and Space science communication is a museum. Whether it is an art gallery, a technology exhibition or a national park's visitor center doesn't matter. Everywhere, Earth science interpretation is possible and sometimes even more successful in unsuspected locations than in natural history museums. Earth and Space sciences just started to use the potential which lies within museum environments. A historic view on Earth sciences and natural hazard research can be given in art galleries. The technology used in research can be showcased and - sometimes - even tested in science centers and technology museums. National Parks provide the best opportunity to actually experience the dynamic planet Earth live. Furthermore, museums do offer a great venue for educational programs. Just recently, the German Research and Development Program GEOTECHNOLOGIEN, together with the Germany's Geounion and the Institute for Advanced Sustainable Studies initiated a network of research institutions and museums called GeoED. Within this network, scientists and educationists as well as teachers will find an environment to create and enhance educational programs in Earth and Space science. Therefore, museums do not only provide the venue, but also the frame for sustainable Earth and Space science interpretation. This talk aims towards giving an insight view on how to conduct interpretive programs in museums, how to utilize the treasures and possibilities provided by museums and national parks and to encourage scientists to go to these places for face-to-face Earth science interpretation.

KSC-02pd0614

NASA Image and Video Library

2002-04-29

KENNEDY SPACE CENTER, FLA. -- U.S. Representative Dave Weldon addresses a large group attending the opening of a new program known as SABRE, Space Agricultural Biotechnology Research and Education, that involves the University of Florida and NASA. SABRE will focus on the discovery, development and application of the biological aspects of advanced life support strategies. The program will include faculty from UF's Institute of Food and Agricultural Sciences, who will be located at both KSC - in the state-owned Space Experiment Research and Processing Laboratory (SERPL) being built there - and UF in Gainesville. SABRE will be directed by Robert Ferl, professor in the horticultural sciences department and assistant director of UF's Biotechnology Program. He will be responsible for coordinating the research and education efforts of UF and NASA

KSC-02pd0613

NASA Image and Video Library

2002-04-29

KENNEDY SPACE CENTER, FLA. -- Center Director Roy D. Bridges Jr. speaks to a large group attending the opening of a new program known as SABRE, Space Agricultural Biotechnology Research and Education, that involves the University of Florida and NASA. SABRE will focus on the discovery, development and application of the biological aspects of advanced life support strategies. The program will include faculty from UF's Institute of Food and Agricultural Sciences, who will be located at both KSC - in the state-owned Space Experiment Research and Processing Laboratory (SERPL) being built there - and UF in Gainesville. SABRE will be directed by Robert Ferl, professor in the horticultural sciences department and assistant director of UF's Biotechnology Program. He will be responsible for coordinating the research and education efforts of UF and NASA

Astrosociology and Science Fiction: a Synergy

NASA Astrophysics Data System (ADS)

Caroti, Simone

2010-01-01

Both astrosociology and science fiction have claimed outer space as their preferred turf. Astrosociology did so in order to study the impact of space on human societies, and to develop a set of protocols that earthbound governments can utilize to prepare us for the next phase of humanity's adventure outside our home planet. Science fiction, on the other hand, found in outer space a fitting environment for dramatizing in a work of fiction the potential outcomes attending the kind of decision astrosociology is trying to foster in actuality. This paper explores the relationship between the two fields, and examines ways in which science fiction can contribute to the creation of an astrosociological consciousness. Particular attention will be given to the most relevant commonality that the two fields share: both astrosociology and science fiction are earthbound disciplines, areas of inquiry created by those who never left earth for those who never left earth. They can potentially function as partners in the endeavor of educating the bulk of humanity on the subject of space flight and space colonization.

NASA Earth Science Education Collaborative

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Callery, S.; Chambers, L. H.; Riebeek Kohl, H.; Taylor, J.; Martin, A. M.; Ferrell, T.

2016-12-01

The NASA Earth Science Education Collaborative (NESEC) is led by the Institute for Global Environmental Strategies with partners at three NASA Earth science Centers: Goddard Space Flight Center, Jet Propulsion Laboratory, and Langley Research Center. This cross-organization team enables the project to draw from the diverse skills, strengths, and expertise of each partner to develop fresh and innovative approaches for building pathways between NASA's Earth-related STEM assets to large, diverse audiences in order to enhance STEM teaching, learning and opportunities for learners throughout their lifetimes. These STEM assets include subject matter experts (scientists, engineers, and education specialists), science and engineering content, and authentic participatory and experiential opportunities. Specific project activities include authentic STEM experiences through NASA Earth science themed field campaigns and citizen science as part of international GLOBE program (for elementary and secondary school audiences) and GLOBE Observer (non-school audiences of all ages); direct connections to learners through innovative collaborations with partners like Odyssey of the Mind, an international creative problem-solving and design competition; and organizing thematic core content and strategically working with external partners and collaborators to adapt and disseminate core content to support the needs of education audiences (e.g., libraries and maker spaces, student research projects, etc.). A scaffolded evaluation is being conducted that 1) assesses processes and implementation, 2) answers formative evaluation questions in order to continuously improve the project; 3) monitors progress and 4) measures outcomes.

Giving children space: A phenomenological exploration of student experiences in space science inquiry

NASA Astrophysics Data System (ADS)

Horne, Christopher R.

This study explores the experiences of 4th grade students in an inquiry-based space science classroom. At the heart of the study lies the essential question: What is the lived experience of children engaged in the process of space science inquiry? Through the methodology of phenomenological inquiry, the author investigates the essence of the lived experience of twenty 4th grade students as well as the reflections of two high school students looking back on their 4th grade space science experience. To open the phenomenon more deeply, the concept of space is explored as an overarching theme throughout the text. The writings of several philosophers including Martin Heidegger and Hans-Georg Gadamer are opened up to understand the existential aspects of phenomenology and the act of experiencing the classroom as a lived human experience. The methodological structure for the study is based largely on the work of Max van Manen (2003) in his seminal work, Researching Lived Experience, which describes a structure of human science research. A narrative based on classroom experiences, individual conversations, written reflections, and group discussion provides insight into the students' experiences. Their stories and thoughts reveal the themes of activity , interactivity, and "inquiractivity," each emerging as an essential element of the lived experience in the inquiry-based space science classroom. The metaphor of light brings illumination to the themes. Activity in the classroom is associated with light's constant and rapid motion throughout the Milky Way and beyond. Interactivity is seen through students' interactions just as light's reflective nature is seen through the illumination of the planets. Finally, inquiractivity is connected to questioning, the principal aspect of the inquiry-based classroom just as the sun is the essential source of light in our solar system. As the era of No Child Left Behind fades, and the next generation of science standards emerge, the students' stories are viewed through the lens of the scientific practices found in A Framework for K-12 Science Education (The National Research Council, 2011). The critical challenge for elementary educators interacting with this text is to find the lived meaning of giving children space in an inquiry-based experience.

Pushing the boundaries of cultural congruence pedagogy in science education towards a third space

NASA Astrophysics Data System (ADS)

Quigley, Cassie

2011-09-01

This review explores Meyers and Crawford's "Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies" by examining how they combine the use of inquiry-based science instruction with multicultural strategies. In this conversation, I point to the need of specific discourse strategies to help teachers and students create hybrid spaces to push the boundaries of cultural congruence as described in this article. These strategies include a reflective component to the explicit instruction that encourages an integration of home and science discourses. My response to this work expands on their use of multicultural strategies to push toward a congruent Third space that asks not only what happens to the students who do not participate in science, but also what happens to science when a diverse group of people does not participate?

Earth From Space: "Beautiful Earth's" Integration of Media Arts, Earth Science, and Native Wisdom in Informal Learning Environments

NASA Astrophysics Data System (ADS)

Casasanto, V.; Hallowell, R.; Williams, K.; Rock, J.; Markus, T.

2015-12-01

"Beautiful Earth: Experiencing and Learning Science in an Engaging Way" was a 3-year project funded by NASA's Competitive Opportunities in Education and Public Outreach for Earth and Space Science. An outgrowth of Kenji Williams' BELLA GAIA performance, Beautiful Earth fostered a new approach to teaching by combining live music, data visualizations and Earth science with indigenous perspectives, and hands-on workshops for K-12 students at 5 science centers. Inspired by the "Overview Effect," described by many astronauts who were awestruck by seeing the Earth from space and their realization of the profound interconnectedness of Earth's life systems, Beautiful Earth leveraged the power of multimedia performance to serve as a springboard to engage K-12 students in hands-on Earth science and Native wisdom workshops. Results will be presented regarding student perceptions of Earth science, environmental issues, and indigenous ways of knowing from 3 years of evaluation data.

National Aeronautics and Space Administration Science and Engineering Apprentice Program

NASA Technical Reports Server (NTRS)

1997-01-01

The National Aeronautics and Space Administration's Science and Engineering Apprentice Program for high school students is one of NASA's many efforts toward a goal of scientific literacy. It embraces science, mathematics, and technology as keys to purposeful and sustained progress and security for our nation and its people. It serves as a model for helping reform education by striving to address mechanisms to influence the knowledge, skills, and attitudes of our students. It focuses on what to do today to meet the challenges of tomorrow.

Free Workshop for Teachers at the 2013 AGU Fall Meeting

NASA Astrophysics Data System (ADS)

Tamalavage, Anne

2013-10-01

In keeping with its commitment to fostering the next generation of Earth and space scientists, AGU is partnering with the National Earth Science Teachers Association to hold the annual Geophysical Information for Teachers (GIFT) workshop at the 2013 AGU Fall Meeting. GIFT allows K-12 science educators (both classroom and informal) to hear from scientists about their latest Earth and space science research, explore new classroom resources for engaging students, and visit exhibits and technical sessions during the Fall Meeting.

Development and Application of Ontologies in Support of Earth and Space Science Education

NASA Astrophysics Data System (ADS)

Fox, S. P.; Manduca, C. A.; Iverson, E.

2007-12-01

Through its work in supporting improved science education the Science Education Resource Center (SERC) has developed and applied a set of Earth and Space Science vocabularies. These controlled vocabularies play a central role in supporting user exploration of our educational materials. The set of over 50 vocabularies run the gamut from small vocabularies with a narrowly targeted use, to broader vocabularies that span multiple disciplines and are applied across multiple projects and collections. Typical specialized vocabularies cover disciplinary themes such as tectonic setting (with terms such as mid-ocean ridge, passive margin, and craton) as well as interdisciplinary work such as geology and human health (with terms such as radionuclides and airborne transport processes). To support project-specific customization of vocabularies while retaining the benefits of cross-project reuse our systems allow for dynamic mapping of terms among multiple vocabularies based on semantic equivalencies. The end result is a weaving of related vocabularies into an ontological network that is exposed as specific vocabularies that employ the natural language of the collections and communities that use them. Our process for vocabulary development is community driven and reflects our experiences in aligning terminology with disciplinary-specific expectations. These experiences include rectifying language differences across disciplines in building a Geoscience Quantitative Skills vocabulary through work with both the Mathematics and Geoscience communities, as well as the iterative development of a vocabulary spanning Earth and Space science through the aggregation of smaller vocabularies, each developed by scientists for use within their own discipline. The vocabularies are exposed as key navigational features in over 100 faceted search interfaces within the web sites of a dozen Earth and Space Science Education projects. Within these faceted search interfaces the terms in the vocabularies act as guideposts and browsing links for the users. Only terms relevant to the current collection, or search return, are exposed to the users giving them an immediate sense of the scope and focus of the collection. In using vocabularies to drive these sorts of discovery processes it is critical that vocabularies not only have clear semantics so they can be applied consistently, but also have appropriate evocative meaning for the users of the search interface. It is this immediate evocative meaning, rather than the precisely defined semantics that will end up driving user search behavior and in the end determine the efficacy of the vocabulary as an applied tool. We will outline our experiences in developing and applying these vocabularies within the context of geoscience education and explore how the broader themes that emerge can inform the development and use of ontologies throughout Earth and space science.

A Year of Education on the Space Station Highlighted During In-Fight Event

NASA Image and Video Library

2017-10-16

Aboard the International Space Station, Expedition 53 Flight Engineers Joe Acaba of NASA, a former educator, and Paolo Nespoli of the European Space Agency discussed the value of education aboard the orbital complex during a Facebook Live question and answer session Oct. 16. Joined by ISS Program Manager Kirk Shireman on the ground from the Johnson Space Center in Houston, Acaba and Nespoli fielded questions about their life and work in orbit and how it can stimulate students to pursue careers in mathematics, science and engineering. Acaba and another former educator, NASA astronaut Ricky Arnold who will launch to the station next March, are conducting back-to-back missions on the station to contribute their educator skills in a year’s worth of interaction with students around the world.

"Amazing Space": Creating Educational Resources from Current Scientific Research Results from the Hubble Space Telescope.

ERIC Educational Resources Information Center

Christian, C. A.; Eisenhamer, B.; Eisenhamer, Jonathan; Teays, Terry

2001-01-01

Introduces the Amazing Space program which is designed to enhance student mathematics, science, and technology skills using recent data and results from the National Aeronautics and Space Administration's (NASA) Hubble Space Telescope mission. Explains the process of designing multi-media resources in a five-week summer workshop that partners…

NASA highlights, 1986 - 1988

NASA Technical Reports Server (NTRS)

1990-01-01

Highlights of NASA research from 1986 to 1988 are discussed. Topics covered include Space Shuttle flights, understanding the Universe and its origins, understanding the Earth and its environment, air and space transportation, using space to make America more competitive, using space technology an Earth, strengthening America's education in science and technology, the space station, and human exploration of the solar system.

Introduction to USRA

NASA Technical Reports Server (NTRS)

Davis, M. H. (Editor); Singy, A. (Editor)

1994-01-01

The Universities Space Research Association (USRA) was incorporated 25 years ago in the District of Columbia as a private nonprofit corporation under the auspices of the National Academy of Sciences. Institutional membership in the association has grown from 49 colleges and universities, when it was founded, to 76 in 1993. USRA provides a mechanism through which universities can cooperate effectively with one another, with the government, and with other organizations to further space science and technology and to promote education in these areas. Its mission is carried out through the institutes, centers, divisions, and programs that are described in detail in this booklet. These include the Lunar and Planetary Institute, the Institute for Computer Applications in Science and Engineering (ICASE), the Research Institute for Advanced Computer Science (RIACS), and the Center of Excellence in Space Data and Information Sciences (CESDIS).

Using the Earth as an Effective Model for Integrating Space Science Into Education Outreach Programs

NASA Astrophysics Data System (ADS)

Morris, P. A.; Allen, J.; Galindo, C.; McKay, G.; Obot, V.; Reiff, P.

2005-05-01

Our methods of teaching Earth and space science as two disciplines do not represent the spirit of earlier scientists such as Aristotle, da Vinci, and Galileo. We need to re-evaluate these methods and take advantage of the excitement created in the general public over the recent space science exploration programs. The information that we are obtaining from both the Mars missions and Cassini-Huygens focuses on interpreting geomorphology, mineral compositions and gas identification based on Earth as a baseline for data evaluation. This type of evaluation is an extension of Hutton's 18th century principle of Uniformitarianism, the present is the key to the past, or Earth is the key for understanding extraterrestrial bodies. Geomorphological examples are volcanic activity, meteoritic impacts, and evidence of water altering surface features. The Hawaiian, or shield, type volcanoes are analogues for Olympus Mons and the other volcanoes on Mars. Other examples include comparing sand dunes on Earth with possible Martian dunes, known stream patterns on Earth with potential stream patterns on Mars, and even comparing meteoritic impact features on Mars, the Earth, Moon and Mercury. All of these comparisons have been developed into inquiry-based activities and are available through NASA publications. Each of these activities is easily adapted to emphasize either Earth science or space science or both. Beyond geomorphology, solar storms are an excellent topic for integrating Earth and space science. Solar storms are traditionally part of space science studies, but most students do not understand their effect on Earth or the intense effects they could have on humans, whether traveling through space or exploring the surfaces of the Moon or Mars. Effects are not only limited to space travel and other planetary surfaces but also include Earth's magnetosphere, which in turn, affect radio transmission and potentially climate. Like geomorphology courses, there are extensive NASA programs available via either the Internet or CD (e.g., those distributed by P. Reiff, Rice University) that provide inquiry-based activities for students. There is great potential to share the connections of Earth and space science by using NASA developed education materials. The materials can be adapted for the classroom, after school programs, family outreach events, and summer science enrichment programs.

Google Mercury: The Launch of a New Planet

NASA Astrophysics Data System (ADS)

Hirshon, B.; Chapman, C. R.; Edmonds, J.; Goldstein, J.; Hallau, K. G.; Solomon, S. C.; Vanhala, H.; Weir, H. M.; Messenger Education; Public Outreach Epo Team

2010-12-01

The NASA MESSENGER mission’s Education and Public Outreach (EPO) Team, in cooperation with Google, Inc., has launched Google Mercury, an immersive new environment on the Google Earth platform. Google Mercury features hundreds of surface features, most of them newly revealed by the three flybys of the innermost planet by the MESSENGER spacecraft. As with Google Earth, Google Mercury is available on line at no cost. This presentation will demonstrate how our team worked with Google staff, features we incorporated, how games can be developed within the Google Earth platform, and how others can add tours, games, and other educational features. Finally, we will detail new enhancements to be added once MESSENGER enters into orbit about Mercury in March 2011 and begins sending back compelling images and other global data sets on a daily basis. The MESSENGER EPO Team comprises individuals from the American Association for the Advancement of Science (AAAS); Carnegie Academy for Science Education (CASE); Center for Educational Resources (CERES) at Montana State University (MSU) - Bozeman; National Center for Earth and Space Science Education (NCESSE); Johns Hopkins University Applied Physics Laboratory (JHU/APL); National Air and Space Museum (NASM); Science Systems and Applications, Inc. (SSAI); and Southwest Research Institute (SwRI). Screen shot of Google Mercury as a work in progress

Beating the Language Barrier in Science Education: In-Service Educators' Coping with Slow Learners in Mauritius

ERIC Educational Resources Information Center

Cyparsade, Mohun; Auckloo, Pritee; Belath, Ismut; Dookhee, Helina; Hurreeram, Navin

2013-01-01

This study describes how in-service teachers in the pre-vocational sector in Mauritius adopted specific strategies to overcome the language barrier in the learning of science (Van Driel, Verloop & de Vos, 1998). Students of form III were taught few basic ideas related to "Earth & Space" through the use of role play and ICT. The…

KSC-03PD-3145

NASA Technical Reports Server (NTRS)

2003-01-01

KENNEDY SPACE CENTER, FLA. Officials of the NASA-Kennedy Space Center and the state of Florida pose for a group portrait at a dedication and ribbon-cutting ceremony for the Space Life Sciences Lab at the new lab. From left are Capt. Winston Scott, executive director of the Florida Space Authority; Dr. Robert J. Ferl, director of Space Agriculture Biotechnology Research and Education (SABRE), University of Florida; Charlie Quincy, chief of the Biological Sciences Office, Kennedy Space Center; Jose Perez-Morales, NASA Project Manager for the Space Life Sciences Lab; Jim Kennedy, director of the Kennedy Space Center; The Honorable Toni Jennings, lieutenant governor of the state of Florida; Frank T. Brogan, president of the Florida Atlantic University; and Dr. Samuel Durrance, executive director of the Florida Space Research Institute. Completed in August, the facility encompasses more than 100,000 square feet and was formerly known as the Space Experiment Research and Processing Laboratory or SERPL. The state, through the Florida Space Authority, built the research lab which is host to NASA, NASAs Life Sciences Services contractor Dynamac Corp., Bionetics Corp., and researchers from the University of Florida. Dynamac Corp. leases the facility. The Florida Space Research Institute is responsible for gaining additional tenants from outside the NASA community.

SpaceX Dragon before Departure

NASA Image and Video Library

2016-05-11

ISS047e109559 (05/11/2016) --- The SpaceX Dragon is seen berthed to the Earth-facing side of the station’s Harmony module shortly before departure. The vehicle was ultimately released by Expedition 47 robotic arm operator Tim Peake of ESA (European Space Agency) at 9:18 a.m. EDT. Dragon returned to Earth carrying more than 3,700 pounds of NASA cargo and science samples from human research, biology and biotechnology studies, physical science investigations and education activities sponsored by NASA and the U.S. national laboratory.

iss047e114046

NASA Image and Video Library

2016-05-11

ISS047e114046 (05/11/2016) --- The SpaceX Dragon is seen ready to be released from the International Space Station for its journey back to the Earth. The vehicle was ultimately released by Expedition 47 robotic arm operator Tim Peake of ESA (European Space Agency) on May 11, 2016. Dragon returned to Earth carrying more than 3,700 pounds of NASA cargo and science samples from human research, biology and biotechnology studies, physical science investigations and education activities sponsored by NASA and the U.S. national laboratory.

NASA Future Forum

NASA Image and Video Library

2012-02-21

Laurie Leshin, dean of the School of Science, Rensselaer Polytechnic Institute, moderates the NASA Future Forum panel titled "Importance of Technology, Science and Innovation for our Economic Future" at The Ohio State University on Tuesday, Feb. 21, 2012 in Columbus, Ohio. The NASA Future Forum features panel discussions on the importance of education to our nation's future in space, the benefit of commercialized space technology to our economy and lives here on Earth, and the shifting roles for the public, commercial and international communities in space. Photo Credit: (NASA/Bill Ingalls)

Integrating Authentic Earth Science Data in Online Visualization Tools and Social Media Networking to Promote Earth Science Education

NASA Astrophysics Data System (ADS)

Carter, B. L.; Campbell, B.; Chambers, L.; Davis, A.; Riebeek, H.; Ward, K.

2008-12-01

The Goddard Space Flight Center (GSFC) is one of the largest Earth Science research-based institutions in the nation. Along with the research comes a dedicated group of people who are tasked with developing Earth science research-based education and public outreach materials to reach the broadest possible range of audiences. The GSFC Earth science education community makes use of a wide variety of platforms in order to reach their goals of communicating science. These platforms include using social media networking such as Twitter and Facebook, as well as geo-spatial tools such as MY NASA DATA, NASA World Wind, NEO, and Google Earth. Using a wide variety of platforms serves the dual purposes of promoting NASA Earth Science research and making authentic data available to educational communities that otherwise might not otherwise be granted access. Making data available to education communities promotes scientific literacy through the investigation of scientific phenomena using the same data that is used by the scientific community. Data from several NASA missions will be used to demonstrate the ways in which Earth science data are made available for the education community.

KSC-2012-6390

NASA Image and Video Library

2012-12-04

CAPE CANAVERAL, Fla. – At the Kennedy Space Center Visitor Complex in Florida sixth-grade students listen to a science presentation on NASA programs. Between Nov. 26 and Dec. 7, 2012, about 5,300 sixth-graders in Brevard County, Florida were bused to Kennedy's Visitor Complex for Brevard Space Week, an educational program designed to encourage interest in science, technology, engineering and mathematics STEM careers. Photo credit: NASA/Tim Jacobs

3...2...1...Liftoff!--An Educator's Guide with Activities in Science, Mathematics, Technology, and Language Arts. EG-2002-02-001-JSC

ERIC Educational Resources Information Center

National Aeronautics and Space Administration (NASA), 2002

2002-01-01

The construction of the International Space Station (ISS) is one of humankind's most exciting and challenging endeavors. Numerous rocket launches are required to build this orbiting science laboratory. The purpose of this curriculum supplement is to introduce students in the Early Childhood classroom to the International Space Station and the role…

Improving Science Literacy Though Engagement in Astronomy at the Astronomical Society of the Pacific

NASA Astrophysics Data System (ADS)

Manning, James; Gibbs, M.; Gurton, S.

2009-01-01

The Astronomical Society of the Pacific (ASP) increases the understanding and appreciation of astronomy by engaging scientists, educators, enthusiasts and the public to advance science and science literacy. The mission-based astronomy and space science education and public outreach programs provide hands-on resources for both formal and informal educators working with K-12 students and the general public. This poster both highlights the ASP's signature programs, such as Project ASTRO, the Night Sky Network, and Astronomy from the Ground Up, and provides updated information regarding the recent impact the programs are having throughout the United States. Information regarding the ASP can be located online at www.astrosociety.org.

Lunar and Meteorite Sample Education Disk Program - Space Rocks for Classrooms, Museums, Science Centers, and Libraries

NASA Technical Reports Server (NTRS)

Allen, Jaclyn; Luckey, M.; McInturff, B.; Huynh, P.; Tobola, K.; Loftin, L.

2010-01-01

NASA is eager for students and the public to experience lunar Apollo samples and meteorites first hand. Lunar rocks and soil, embedded in Lucite disks, are available for educators to use in their classrooms, museums, science centers, and public libraries for education activities and display. The sample education disks are valuable tools for engaging students in the exploration of the Solar System. Scientific research conducted on the Apollo rocks reveals the early history of our Earth-Moon system and meteorites reveal much of the history of the early solar system. The rocks help educators make the connections to this ancient history of our planet and solar system and the basic processes accretion, differentiation, impact and volcanism. With these samples, educators in museums, science centers, libraries, and classrooms can help students and the public understand the key questions pursued by many NASA planetary missions. The Office of the Curator at Johnson Space Center is in the process of reorganizing and renewing the Lunar and Meteorite Sample Education Disk Program to increase reach, security and accountability. The new program expands the reach of these exciting extraterrestrial rocks through increased access to training and educator borrowing. One of the expanded opportunities is that trained certified educators from science centers, museums, and libraries may now borrow the extraterrestrial rock samples. Previously the loan program was only open to classroom educators so the expansion will increase the public access to the samples and allow educators to make the critical connections to the exciting exploration missions taking place in our solar system. Each Lunar Disk contains three lunar rocks and three regolith soils embedded in Lucite. The anorthosite sample is a part of the magma ocean formed on the surface of Moon in the early melting period, the basalt is part of the extensive lunar mare lava flows, and the breccias sample is an important example of the violent impact history of the Moon. The disks also include two regolith soils and orange glass from a pyroclastic deposit. Each Meteorite Disk contains two ordinary chondrites, one carbonaceous chondrite, one iron, one stony iron, and one achondrite. These samples will help educators share the early history of the solar system with students and the public. Educators may borrow either lunar or meteorite disks and the accompanying education materials through the Johnson Space Center Curatorial Office. In trainings provided by the NASA Aerospace Education Services Program specialists, educators certified to borrow the disk learn about education resources, the proper use of the samples, and the special security for care and shipping of the disks. The Lunar and Meteorite Sample Education Disk Program will take NASA exploration to more people. Getting Space Rocks out to the public and inspiring the public about new space exploration is the focus of the NASA disk loan program.

Discursive Geographies in Science: Space, Identity, and Scientific Discourse among Indigenous Women in Higher Education

ERIC Educational Resources Information Center

Brandt, Carol B.

2008-01-01

Despite completing undergraduate degrees in the life sciences, few Indigenous women choose to pursue careers in scientific research. To help us understand how American Indian students engage with science, this ethnographic research describes (1) how four Navajo women identified with science, and (2) the narratives they offered when we discussed…

The Physics of Living in Space: A Physicist's Attempt to Provide Science and Engineering Education for Non-Science Students.

ERIC Educational Resources Information Center

Holbrow, C. H.

1983-01-01

A course was developed to teach physics concepts and to help students understand mathematics, the nature and role of engineers and engineering in society, and to distinguish between science/technology from pseudo-science. Includes course goals/content, mechanics, start-up, and long-term projects. (JN)

Science and Public Policy since World War II.

ERIC Educational Resources Information Center

Rossiter, Margaret W.

1985-01-01

Discusses: material/personnel shortages and surpluses around 1950; federal aid to nonmilitary research; loyalty oaths and security checks; rise of the behavioral sciences; science education, from the Cold War to creationism; antinuclear protests and the limited test ban treaty, 1954-1963; Sputnik and the space program; and health, safety, and…

Leading Practice in Space Education: Successful Approaches by Specialist Schools

ERIC Educational Resources Information Center

Schools Network, 2010

2010-01-01

The aim of the Government's Science, Technology, Engineering and Mathematics (STEM) programme is to ensure Britain's future success as a major centre for science, engineering and innovation. Specialist science, technology, engineering and maths & computing colleges help to drive this programme by becoming centres of excellence in STEM…

Expedition Earth and Beyond: Using Crew Earth Observation Imagery from the International Space Station to Facilitate Student-Led Authentic Research

NASA Technical Reports Server (NTRS)

Graff, P. V.; Stefanov, W. L.; Willis, K. J.; Runco, S.

2012-01-01

Student-led authentic research in the classroom helps motivate students in science, technology, engineering, and mathematics (STEM) related subjects. Classrooms benefit from activities that provide rigor, relevance, and a connection to the real world. Those real world connections are enhanced when they involve meaningful connections with NASA resources and scientists. Using the unique platform of the International Space Station (ISS) and Crew Earth Observation (CEO) imagery, the Expedition Earth and Beyond (EEAB) program provides an exciting way to enable classrooms in grades 5-12 to be active participants in NASA exploration, discovery, and the process of science. EEAB was created by the Astromaterials Research and Exploration Science (ARES) Education Program, at the NASA Johnson Space Center. This Earth and planetary science education program has created a framework enabling students to conduct authentic research about Earth and/or planetary comparisons using the captivating CEO images being taken by astronauts onboard the ISS. The CEO payload has been a science payload onboard the ISS since November 2000. ISS crews are trained in scientific observation of geological, oceanographic, environmental, and meteorological phenomena. Scientists on the ground select and periodically update a series of areas to be photographed as part of the CEO science payload.

Tracking Clouds on Venus using Venus Express Data

NASA Astrophysics Data System (ADS)

Pertzborn, Rosalyn; Limaye, Sanjay; Markiewicz, Wojciech; Jasmin, Tommy; Udgaonkar, Nishant

2014-05-01

In the US, a growing emphasis has been placed on the development of inclusive and authentic educational experiences which promote active participation by the K-12 learning community as well as the general public in NASA's earth and space science research activities. In the face of growing national and international budgetary constraints which present major challenges across all scientific research organizations around the world, the need for scientific communities to dramatically improve strategies for effective public engagement experiences, demonstrating the relevance of earth and space science research contributions to the citizenry, have become paramount. This presentation will provide an introduction to the online Venus Express Cloud tracking applet, an overview of feedback from educational users based on classroom/pilot implementation efforts, as well as the concept's potential viability for the promotion of expanded public participation in the analysis of data in future planetary exploration and research activities, nationally and internationally. Acknowledgements: We wish to acknowledge the contributions of Mr. Nishant Udgaonkar, a summer intern with the S.N. Bose Scholars Program, sponsored by the Science and Engineering Board, Department of Science and Technology, Government of India, the Indo-U.S. Science and Technology Forum, and the University of Wisconsin-Madison. We also wish to acknowledge the Space Science and Engineering Center as well as NASA for supporting this project.

National Aeronautics and Space Administration Scientific and Technical Information Programs.

ERIC Educational Resources Information Center

Pinelli, Thomas E., Ed.

1990-01-01

Eleven articles discuss informational and educational programs of the National Aeronautics and Space Administration (NASA). Some of the areas discussed include scientific and technical information management, the new Space and Earth Science Information Systems, transfer of technology to other industries, intellectual property issues, and the…

Space-based Science Operations Grid Prototype

NASA Technical Reports Server (NTRS)

Bradford, Robert N.; Welch, Clara L.; Redman, Sandra

2004-01-01

Grid technology is the up and coming technology that is enabling widely disparate services to be offered to users that is very economical, easy to use and not available on a wide basis. Under the Grid concept disparate organizations generally defined as "virtual organizations" can share services i.e. sharing discipline specific computer applications, required to accomplish the specific scientific and engineering organizational goals and objectives. Grids are emerging as the new technology of the future. Grid technology has been enabled by the evolution of increasingly high speed networking. Without the evolution of high speed networking Grid technology would not have emerged. NASA/Marshall Space Flight Center's (MSFC) Flight Projects Directorate, Ground Systems Department is developing a Space-based Science Operations Grid prototype to provide to scientists and engineers the tools necessary to operate space-based science payloads/experiments and for scientists to conduct public and educational outreach. In addition Grid technology can provide new services not currently available to users. These services include mission voice and video, application sharing, telemetry management and display, payload and experiment commanding, data mining, high order data processing, discipline specific application sharing and data storage, all from a single grid portal. The Prototype will provide most of these services in a first step demonstration of integrated Grid and space-based science operations technologies. It will initially be based on the International Space Station science operational services located at the Payload Operations Integration Center at MSFC, but can be applied to many NASA projects including free flying satellites and future projects. The Prototype will use the Internet2 Abilene Research and Education Network that is currently a 10 Gb backbone network to reach the University of Alabama at Huntsville and several other, as yet unidentified, Space Station based science experimenters. There is an international aspect to the Grid involving the America's Pathway (AMPath) network, the Chilean REUNA Research and Education Network and the University of Chile in Santiago that will further demonstrate how extensive these services can be used. From the user's perspective, the Prototype will provide a single interface and logon to these varied services without the complexity of knowing the where's and how's of each service. There is a separate and deliberate emphasis on security. Security will be addressed by specifically outlining the different approaches and tools used. Grid technology, unlike the Internet, is being designed with security in mind. In addition we will show the locations, configurations and network paths associated with each service and virtual organization. We will discuss the separate virtual organizations that we define for the varied user communities. These will include certain, as yet undetermined, space-based science functions and/or processes and will include specific virtual organizations required for public and educational outreach and science and engineering collaboration. We will also discuss the Grid Prototype performance and the potential for further Grid applications both space-based and ground based projects and processes. In this paper and presentation we will detail each service and how they are integrated using Grid

Twenty-first Century Space Science in The Urban High School Setting: The NASA/John Dewey High School Educational Outreach Partnership

NASA Astrophysics Data System (ADS)

Fried, B.; Levy, M.; Reyes, C.; Austin, S.

2003-05-01

A unique and innovative partnership has recently developed between NASA and John Dewey High School, infusing Space Science into the curriculum. This partnership builds on an existing relationship with MUSPIN/NASA and their regional center at the City University of New York based at Medgar Evers College. As an outgrowth of the success and popularity of our Remote Sensing Research Program, sponsored by the New York State Committee for the Advancement of Technology Education (NYSCATE), and the National Science Foundation and stimulated by MUSPIN-based faculty development workshops, our science department has branched out in a new direction - the establishment of a Space Science Academy. John Dewey High School, located in Brooklyn, New York, is an innovative inner city public school with students of a diverse multi-ethnic population and a variety of economic backgrounds. Students were recruited from this broad spectrum, which covers the range of learning styles and academic achievement. This collaboration includes students of high, average, and below average academic levels, emphasizing participation of students with learning disabilities. In this classroom without walls, students apply the strategies and methodologies of problem-based learning in solving complicated tasks. The cooperative learning approach simulates the NASA method of problem solving, as students work in teams, share research and results. Students learn to recognize the complexity of certain tasks as they apply Earth Science, Mathematics, Physics, Technology and Engineering to design solutions. Their path very much follows the NASA model as they design and build various devices. Our Space Science curriculum presently consists of a one-year sequence of elective classes taken in conjunction with Regents-level science classes. This sequence consists of Remote Sensing, Planetology, Mission to Mars (NASA sponsored research program), and Microbiology, where future projects will be astronomy related. This program has been well received by both students and parents and has motivated some students to consider careers in the field of space science and related areas. [This program is partially supported by NASA MU-SPIN NCC5-330 and NASA Space Science/Minority Initiative NAG5-10142

Auroras and Space Weather Celebrating the International Heliophysics Year in Classroom

NASA Astrophysics Data System (ADS)

Craig, N.; Peticolas, L. M.; Angelopoulos, V.; Thompson, B.

2007-05-01

2007 Celebrates the International Heliophysics year and its outreach has a primary objective, to "demonstrate the beauty, relevance and significance of Space and Earth Science to the world." NASA's first five-satellite mission, THEMIS (Time History of Events and Macroscale Interactions during Substorms), was launched on February 17, 2007 and is to investigate a key mystery surrounding the dynamics of the auroras- when, where, and how are they triggered? When the five probes align perfectly over the North American continent- every four days - and with 20 ground stations in Northern Canada and Alaska with automated, all-sky cameras will document the auroras from Earth. To monitor the large-scale local effects of the currents in space, THEMIS Education and Outreach program has installed 10 ground magnetometers, instruments that measure Earth's magnetic field, in competitively selected rural schools around the country and receive data. The THEMIS Education and Outreach Program shares the IHY objective by bringing in this live local space weather data in the classrooms and engaging the teachers and students on authentic research in the classroom. The data are displayed on the school computer monitors as well as on the THEMIS E/PO website providing the local data to the science mission as well as schools. Teachers use the data to teach about the aurora not only in math and science, but also in Earth science, history and art. These students and their teachers are our ambassadors to rural America and share the excitement of learning and teaching with their regional teachers. We will share how authentic space science data related to Earth's magnetic field and auroras can be understood, researched, predicted and shared via the internet to any school around the globe that wished to be part of tracking solar storms. Complimenting IHY, World Space Week will take place from October 4-10th and this year. World Space week is "an international celebration of science and technology, and their contribution to the betterment of the human condition." THEMIS will take part in World Space Week as a feature science mission with its education program contributing materials to the project so that students around the world can learn more about Earth's magnetic field, magnetic storms and substorms, and beautiful auroras. To facilitate the use of some of our magnetism materials around the world, we will provide some of our activities in German and Spanish on the web.

Learning to teach science in urban schools by becoming a researcher of one's own beginning practice

NASA Astrophysics Data System (ADS)

Furman, Melina; Calabrese Barton, Angela; Muir, Ben

2012-03-01

An urgent goal for science teacher educators is to prepare teachers to teach science in meaningful ways to youth from nondominant backgrounds. This preparation is challenging, for it asks teachers to critically examine how their pedagogical practices might adaptively respond to students and to science. It asks, essentially, for new teachers to become researchers of their own beginning practice. This study explores the story of Ben as he coauthored a transformative action research project in an urban middle school as part of a teacher education program and, later, over his first year of teaching at that same school. We describe how Ben and his partner teacher created innovative spaces for science learning. This offered Ben an opportunity to make some of his deeply engrained pedagogical beliefs come alive within a context of distributed expertise, which provided for him a space of moderate risk where he could afford the chances of failure without undermining how he felt about his own capacity as a teacher. Our study highlights the importance of creating reform opportunities within the context of teacher education programs that may help beginner teachers construct positive images of teaching that they can hold on to in their future practice.

The ASP: Programs to Inspire Educators

NASA Astrophysics Data System (ADS)

Hurst, Anna; Gurton, S.; Bennett, M.; Berendson, M.; Gibbs, M.

2006-12-01

The Astronomical Society of the Pacific (ASP) provides educators with new approaches to hands-on astronomy and space science. Through interactive educational programs, our goal is to help more people understand, appreciate, and enjoy astronomy and science. Over the past several years, the ASP has re-dedicated itself to achieving this mission through an ever-expanding portfolio of programs. Our astronomy and education programs target educators of all descriptions classroom teachers, informal science educators (in science museums, planetariums, nature centers, etc.), college astronomy teachers, and amateur astronomers providing them with materials and training to capture the attention of their students and audiences and to introduce them to science via an initial engagement in astronomy. In this poster we provide an overview of current programs that include partnerships with the National Optical Astronomy Observatory, the Association of Science-Technology Centers, TERC, the Astronomical League, NASA, and the SETI Institute to address this broad range of formal and informal educators. Additionally, the poster will provide a summary of recently conducted research by the ASP regarding the Project ASTRO program, done in cooperation with our national partners, to gauge whether the program, as perceived by the teachers participating in Project ASTRO, a) assists in correcting common misconceptions in astronomy or science and b) improve students' attitudes towards science. Additional information regarding the ASP's educational programs can be found at: www.astrosociety.org/education.html

Perceived Barriers and Strategies to Effective Online Earth and Space Science Instruction

NASA Astrophysics Data System (ADS)

Pottinger, James E.

With the continual growth and demand of online courses, higher education institutions are attempting to meet the needs of today's learners by modifying and developing new student centered services and programs. As a result, faculty members are being forced into teaching online, including Earth and Space science faculty. Online Earth and Space science courses are different than typical online courses in that they need to incorporate an inquiry-based component to ensure students fully understand the course concepts and science principles in the Earth and Space sciences. Studies have addressed the barriers in other inquiry-based online science courses, including biology, physics, and chemistry. This holistic, multiple-case qualitative study investigated perceived barriers and strategies to effective online Earth and Space science instruction through in-depth interviews with six experienced post-secondary online science instructors. Data from this study was analyzed using a thematic analysis approach and revealed four common themes when teaching online Earth and Space science. A positive perception and philosophy of online teaching is essential, the instructor-student interaction is dynamic, course structure and design modification will occur, and online lab activities must make science operational and relevant. The findings in this study demonstrated that online Earth and Space science instructors need institutional support in the form of a strong faculty development program and support staff in order to be as effective as possible. From this study, instructors realize that the instructor-student relationship and course structure is paramount, especially when teaching online science with labs. A final understanding from this study was that online Earth and Space science lab activities must incorporate the use and application of scientific skills and knowledge. Recommendations for future research include (a) qualitative research conducted in specific areas within the Earth and Space sciences to determine if similar conclusions may be reached, (b) conduct a quantitative study looking at the available online technologies and their effectiveness in each area, and (c) utilize students that took online Earth and Space science classes and compare their perception of effectiveness to the instructor's perception of effectiveness in the online Earth and Space science classroom.

The Space Puppets

NASA Astrophysics Data System (ADS)

Lago, M. Miguel; Esteban Berea, J.; Miñambres Fernández, M.; Rufino, M.

2002-01-01

This proposal is a response to the initiative "Physics on Stage 2" to excite interest in physics and science by a dance and puppetry performance. The purpose of this piece is to show the possibilities and characteristics of entertainment with space knowledge and education for the audience of teachers and children through a show. Two virtually opposite areas (science and arts), both generally inaccessible for children, will be introduced in a funny and amusing way, with the interaction of puppets. Education is not "fashion"... we need to develop an educational package to focus the attention of children on the uses of Space in everyday life. Our world today is mainly logic and mathematical. The presence of art in the children's lives is often scarce or even inexistent. With the performance children will gain a better understanding of space physics through the joy of a dance performance like an educational tool. Dance as body expression, is a very powerful tool to explain and interact with children and teachers. Through dance the physics of movement may be studied in a visual way, within the body's limits. We consider as priority the use of dance as well as theater (in this case, puppet theater) as an efficient and fun didactic method, which we may go further and explain in an imaginative funny way all those complex processes of physics, which are further unknown. Aiming to teach in a relaxing atmosphere the performance is based on the " Earth Space Alphabet", a first dictionary for Primary Schools combining Science, Space and Education... Did you ever realize that people are not interested in something because they do not understand the words or the meaning? The alphabet is intended to meet the overwhelming need that exists for education on space, and allows both teachers and children to learn about the "Art of Teaching Space" combining earth and space language linked by space technology. The performance explains many concepts of physics through a comet puppet, which travels in Space driving the dance artist on its tail. On the journey, they discover the alphabet letters, letters that make words, words which are concepts of physics, physics which is on the stage this stage being space. The teacher before, during and after the performance, will analyse, review and discuss through this simple tool "an alphabet", space vocabulary and also the meaning of communication and teaching. They will relate to the present situation of physics and science education in general and Space in particular and how to address this problem through our language. Instructions Name of Conference to which this abstract is53rd IAC submitted FirstFirst Submission Subrnission/Update/Correction/Withdrawal Title of Contribution in plain ASCII.The Space Puppets Author(s): a) Last Name, Initial(s) - b) LastMIGUEL LAGO., M. Name, lnitial(s) - c) etc. Number and Title or Abbreviation of SessionP. Space and Education Symposium to which this abstract is submitted.P.3. Educational and Outreach Name of Chairs of that SessionFrank Friedlaender and Dennis Stone Indicate any equipment you need in addition to the standard equipment: One overhead projector and screen will be available in ail IAC sessions. A limited number of LCD and 35mm slide projectors will be provided in sessions based on advance notice of need and availability of projectors. All presenters should bring copies of their computer presentations in overhead format in case LCD projection is not available for a specific session. Type of abstract file added/attached/sentWord file sent by e-mail separately Address of Main Author:Miguel Lago NameMónica. First Name Dept. Company/University: PO Box/Street:P.O. Box ZIP Code:D-22415 City: Country: Telephone: E-mail:+31 71 565 36 84 E-mail:+31 71 565 55 90 Have you obtained or will you obtain approval to attend the Congress? Yes Are you willing to present this paper at the IAC Public Outreach Program: Yes

Increasing student learning through space life sciences education

NASA Astrophysics Data System (ADS)

Moreno, Nancy P.; Kyle Roberts, J.; Tharp, Barbara Z.; Denk, James P.; Cutler, Paula H.; Thomson, William A.

2005-05-01

Scientists and educators at Baylor College of Medicine are using space life sciences research areas as themes for middle school science and health instructional materials. This paper discusses study findings of the most recent unit, Food and Fitness, which teaches concepts related to energy and nutrition through guided inquiry. Results of a field test involving more than 750 students are reported. Use of the teaching materials resulted in significant knowledge gains by students as measured on a pre/post assessment administered by teachers. In addition, an analysis of the time spent by each teacher on each activity suggested that it is preferable to conduct all of the activities in the unit with students rather than allocating the same total amount of time on just a subset of the activities.

Research-based Curricula in the Context of 21st Century Data Science

NASA Astrophysics Data System (ADS)

Fox, P. A.

2017-12-01

When the Informatics revolution began again a little more than 10 years ago (longer for bio-informatics) geosciences (or Earth and Space Sciences) was paying attention via international attention from the Electronic Geophysical Year (eGY) and related endeavours (IPY, IYPE, IHY). The research agenda was in the spotlight, or moreso what Earth and Space Science informatics, cast in emergent escience or cyber-infrastructures, could benefit from was the main focus of attention and funding. At the time almost all "Xinformatics" efforts were novel in their discipline or traditionally defined. However, a broader research and education agenda was clearly needed. At the same time, a much more cross-disciplinary field; data science emerged. In this presentation, we relate the development, delivery and assessment of research oriented informatics, data science and their specializations into geoscience education in generak and as undertaken at RPI over the last nine years. We conclude with a longitudinal view of the impacts on career paths in the 21st century

Inclusive Planetary Science Outreach and Education: a Pioneering European Experience

NASA Astrophysics Data System (ADS)

Galvez, A.; Ballesteros, F.; García-Frank, A.; Gil, S.; Gil-Ortiz, A.; Gómez-Heras, M.; Martínez-Frías, J.; Parro, L. M.; Parro, V.; Pérez-Montero, E.; Raposo, V.; Vaquerizo, J. A.

2017-09-01

Abstract Universal access to space science and exploration for researchers, students and the public, regardless of physical abilities or condition, is the main objective of work by the Space Inclusive Network (SpaceIn). The purpose of SpaceIn is to conduct educational and communication activities on Space Science in an inclusive and accessible way, so that physical disability is not an impediment for participating. SpaceIn members aim to enlarge the network also by raising awareness among individuals such as undergraduate students, secondary school teachers, and members of the public with an interest and basic knowledge on science and astronomy. As part of a pilot experience, current activities are focused on education and outreach in the field of comparative Planetary Science and Astrobiology. Themes include the similarities and differences between terrestrial planets, the role of water and its interaction with minerals on their surfaces, the importance of internal thermal energy in shaping planets and moons and the implications for the appearance of life, as we know it, in our planet and, possibly, in other places in our Solar System and beyond. The topics also include how scientific research and space missions can shed light on these fundamental issues, such as how life appears on a planet, and thus, why planetary missions are important in our society, as a source of knowledge and inspiration. The tools that are used to communicate the concepts include talks with support of multimedia and multi-sensorial material (video, audio, tactile, taste, smell) and field trips to planetary analogue sites that are accessible to most members of the public, including people with some kind of disability. The field trips help illustrate scientific concepts in geology e.g. lava formations, folds, impact features, gullies, salt plains; biology, e.g. extremophiles, halophites; and exploration technology, e.g. navigation in an unknown environment, hazard and obstacle avoidance, mobility in all types of terrain, etc. This paper describes all the current activities and the future plans for traineeships and other actions at European level.

Training the next generation of Space and Earth Science Engineers and Scientists through student design and development of an Earth Observation Nanosatellite, AlbertaSat-1

NASA Astrophysics Data System (ADS)

Lange, B. A.; Bottoms, J.

2011-12-01

This presentation addresses the design and developmental process of a Nanosatellite by an interdisciplinary team of undergraduate and graduate students at the University of Alberta. The Satellite, AlbertaSat-1, is the University of Alberta's entry in the Canadian Satellite Design Challenge (CDSC); an initiative to entice Canadian students to contribute to space and earth observation technologies and research. The province of Alberta, while home to a few companies, is very limited in its space industry capacity. The University of Alberta reflects this fact, where one of the major unifying foci of the University is oil, the provinces greatest resource. For students at the U of A, this lack of focus on astronautical, aerospace and space/earth observational research limits their education in these industries/disciplines. A fully student operated project such as AlbertaSat-1 provides this integral experience to almost every discipline. The AlbertaSat-1 team is comprised of students from engineering, physics, chemistry, earth and atmospheric science, business, and computer science. While diverse in discipline, the team is also diverse in experience, spanning all levels from 1st year undergraduate to experienced PhD. Many skill sets are required and the diverse group sees that this is covered and all opinions voiced. Through immersion in the project, students learn quickly and efficiently. The necessity for a flawless product ensures that only the highest quality of work is presented. Students participating must research and understand their own subsystem as well as all others. This overall system view provides the best educational tool, as students are able to see the real impacts of their work on other subsystems. As the project is completely student organized, the participants gain not only technical engineering, space and earth observational education, but experience in operations and financial management. The direct exposure to all aspects of the space and earth science industry through a student satellite development program is one of the best methods of developing the next generation of space and earth science engineers and scientists.

KENNEDY SPACE CENTER, FLA. - The Honorable Toni Jennings (left), lieutenant governor of the state of Florida, and Frank T. Brogan, president of Florida Atlantic University, receive a briefing on the research that will be conducted in the Space Life Sciences Lab from Dr. Robert J. Ferl (right), director of Space Agriculture Biotechnology Research and Education (SABRE), University of Florida. Jennings and Brogan are speaking at a dedication and ribbon-cutting ceremony for the lab hosted by NASA-Kennedy Space Center and the state of Florida at the new lab. Completed in August, the facility encompasses more than 100,000 square feet and was formerly known as the Space Experiment Research and Processing Laboratory or SERPL. The state, through the Florida Space Authority, built the research lab which is host to NASA, NASA’s Life Sciences Services contractor Dynamac Corp., Bionetics Corp., and researchers from the University of Florida. Dynamac Corp. leases the facility. The Florida Space Research Institute is responsible for gaining additional tenants from outside the NASA community.

NASA Image and Video Library

2003-11-19

KENNEDY SPACE CENTER, FLA. - The Honorable Toni Jennings (left), lieutenant governor of the state of Florida, and Frank T. Brogan, president of Florida Atlantic University, receive a briefing on the research that will be conducted in the Space Life Sciences Lab from Dr. Robert J. Ferl (right), director of Space Agriculture Biotechnology Research and Education (SABRE), University of Florida. Jennings and Brogan are speaking at a dedication and ribbon-cutting ceremony for the lab hosted by NASA-Kennedy Space Center and the state of Florida at the new lab. Completed in August, the facility encompasses more than 100,000 square feet and was formerly known as the Space Experiment Research and Processing Laboratory or SERPL. The state, through the Florida Space Authority, built the research lab which is host to NASA, NASA’s Life Sciences Services contractor Dynamac Corp., Bionetics Corp., and researchers from the University of Florida. Dynamac Corp. leases the facility. The Florida Space Research Institute is responsible for gaining additional tenants from outside the NASA community.

Lessons Learned from Real-Time, Event-Based Internet Science Communications

NASA Technical Reports Server (NTRS)

Phillips, T.; Myszka, E.; Gallagher, D. L.; Adams, M. L.; Koczor, R. J.; Whitaker, Ann F. (Technical Monitor)

2001-01-01

For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The Directorate's Science Roundtable includes active researchers, NASA public relations, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. The focus of sharing science activities in real-time has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases, broadcasts accommodate active feedback and questions from Internet participants. Through these projects a pattern has emerged in the level of interest or popularity with the public. The pattern differentiates projects that include science from those that do not, All real-time, event-based Internet activities have captured public interest at a level not achieved through science stories or educator resource material exclusively. The worst event-based activity attracted more interest than the best written science story. One truly rewarding lesson learned through these projects is that the public recognizes the importance and excitement of being part of scientific discovery. Flying a camera to 100,000 feet altitude isn't as interesting to the public as searching for viable life-forms at these oxygen-poor altitudes. The details of these real-time, event-based projects and lessons learned will be discussed.

Students Speak with the ISS

NASA Image and Video Library

2012-11-15

International Space Station Expedition 33 flight engineer Kevin Ford (on screen) answers questions from students during a downlink event held in honor of International Education Week at the Smithsonian National Air and Space Museum, Thursday, Nov. 15, 2012 in Washington. Seen next to Ford is Exp. 33 Commander Sunita Williams. More than 9,500 student participants from the Student Spaceflight Experiments Program (SSEP) around the country took part in the live video event. This was a joint venture between the Department of Education and the National Center for Earth and Space Science Education (NCESSE). Photo Credit: (NASA/Carla Cioffi)

Students Speak with the ISS

NASA Image and Video Library

2012-11-15

International Space Station Expedition 33 Commander Sunita Williams (on screen) answers questions from students during a downlink event held in honor of International Education Week at the Smithsonian National Air and Space Museum, Thursday, Nov. 15, 2012 in Washington. Seen next to Williams is Exp. 33 Flight Engineer Kevin Ford. More than 9,500 student participants from the Student Spaceflight Experiments Program (SSEP) around the country took part in the live video event. This was a joint venture between the Department of Education and the National Center for Earth and Space Science Education (NCESSE). Photo Credit: (NASA/Carla Cioffi)

Becoming urban science teachers by transforming middle-school classrooms: A study of the Urban Science Education Fellows Program

NASA Astrophysics Data System (ADS)

Furman, Melina Gabriela

The current scenario in American education shows a large achievement and opportunity gap in science between urban children in poverty and more privileged youth. Research has shown that one essential factor that accounts for this gap is the shortage of qualified science teachers in urban schools. Teaching science in a high poverty school presents unique challenges to beginner teachers. Limited resources and support and a significant cultural divide with their students are some of the common problems that cause many novice teachers to quit their jobs or to start enacting what has been described as "the pedagogy of poverty." In this study I looked at the case of the Urban Science Education Fellows Program. This program aimed to prepare preservice teachers (i.e. "fellows") to enact socially just science pedagogies in urban classrooms. I conducted qualitative case studies of three fellows. Fellows worked over one year with science teachers in middle-school classrooms in order to develop transformative action research studies. My analysis focused on how fellows coauthored hybrid spaces within these studies that challenged the typical ways science was taught and learned in their classrooms towards a vision of socially just teaching. By coauthoring these hybrid spaces, fellows developed grounded generativity, i.e. a capacity to create new teaching scenarios rooted in the pragmatic realities of an authentic classroom setting. Grounded generativity included building upon their pedagogical beliefs in order to improvise pedagogies with others, repositioning themselves and their students differently in the classroom and constructing symbols of possibility to guide their practice. I proposed authentic play as the mechanism that enabled fellows to coauthor hybrid spaces. Authentic play involved contexts of moderate risk and of distributed expertise and required fellows to be positioned at the intersection of the margins and the center of the classroom community of practice. In all, this study demonstrates that engaging in classroom reform can support preservice teachers in developing specialized tools to teach science in urban classrooms.

Tools for Engaging Scientists in Education and Public Outreach: Resources from NASA's Science Mission Directorate Forums

NASA Astrophysics Data System (ADS)

Buxner, S.; Grier, J.; Meinke, B. K.; Gross, N. A.; Woroner, M.

2014-12-01

The NASA Science Education and Public Outreach (E/PO) Forums support the NASA Science Mission Directorate (SMD) and its E/PO community by enhancing the coherency and efficiency of SMD-funded E/PO programs. The Forums foster collaboration and partnerships between scientists with content expertise and educators with pedagogy expertise. We will present tools to engage and resources to support scientists' engagement in E/PO efforts. Scientists can get connected to educators and find support materials and links to resources to support their E/PO work through the online SMD E/PO community workspace (http://smdepo.org) The site includes resources for scientists interested in E/PO including one page guides about "How to Get Involved" and "How to Increase Your Impact," as well as the NASA SMD Scientist Speaker's Bureau to connect scientists to audiences across the country. Additionally, there is a set of online clearinghouses that provide ready-made lessons and activities for use by scientists and educators: NASA Wavelength (http://nasawavelength.org/) and EarthSpace (http://www.lpi.usra.edu/earthspace/). The NASA Forums create and partner with organizations to provide resources specifically for undergraduate science instructors including slide sets for Earth and Space Science classes on the current topics in astronomy and planetary science. The Forums also provide professional development opportunities at professional science conferences each year including AGU, LPSC, AAS, and DPS to support higher education faculty who are teaching undergraduate courses. These offerings include best practices in instruction, resources for teaching planetary science and astronomy topics, and other special topics such as working with diverse students and the use of social media in the classroom. We are continually soliciting ways that we can better support scientists' efforts in effectively engaging in E/PO. Please contact Sanlyn Buxner (buxner@psi.edu) or Jennifer Grier (jgrier@psi.edu) to give us feedback on these resources or others you would like to see.

NASA's Coordinated Efforts to Enhance STEM Education: Bringing NASA Science into the Library

NASA Astrophysics Data System (ADS)

Meinke, B. K.; Thomas, C.; Eyermann, S.; Mitchell, S.; LaConte, K.; Hauck, K.

2015-11-01

Libraries are community-centered, free-access venues serving learners of all ages and backgrounds. Libraries also recognize the importance of science literacy and strive to include science in their programming portfolio. Scientists and educators can partner with local libraries to advance mutual goals of connecting the public to Earth and Space Science. In this interactive Special Interest Group (SIG) discussion, representatives from the NASA Science Mission Directorate (SMD) Education and Public Outreach (EPO) community's library collaborations discussed the opportunities for partnership with public and school libraries; explored the resources, events, and programs available through libraries; explored NASA science programming and professional development opportunities available for librarians; and strategized about the types of support that librarians require to plan and implement programs that use NASA data and resources. We also shared successes, lessons learned, and future opportunities for incorporating NASA science programming into library settings.

The Evolving Florida Science Standards for K-12 Geocience - An Overview, Journey, Trials, and Tribulations

NASA Astrophysics Data System (ADS)

Ruscher, P. H.

2008-05-01

Introduction This paper will discuss the process that went into the development of new teacher standards for Florida's K-12 science benchmarks over 2007-2008. Florida developed its first set of science standards at about the same time that the National Science Education Standards debuted, in the mid-1990s, and the two documents produced had little in common with other, particularly with regard to controversial issue of evolution, and was also quite weak in the treatment of earth/space (or geoscience) content expectations. The process created panels of Framers and Writers (with much overlap) and led to the creation of a draft set of documents in the fall of 2007 after much electronic and face-to-face collaboration at several meetings. The public was then invited to comment on the draft, and the comments came fast and furious (some really were, in fact, furious). But most were highly complementary, and external professional reviewers lauded the changes from Florida's existing "mile-wide, inch-deep" standards to a much more reasonable core group of standards. Over a 60-day period, over 20,000 individual comments were submitted, and over 100,000 numerical ratings (on a 5 point scale) were entered. In January 2008, these comments were reviewed and that culminated in a final draft of the standards, presented to the State Department of Education and its Commissioner, in late January. The process became fraught with political pressures late, however, as anti-evolutionists led an assault on some aspects of the Life Sciences standards, which had repercussions in particular related to fossil evidence in the Earth/Space Science standards, The talk will summarize the process of evolution that this forced the standards to undergo. Nature of Science There is an expanded section of Nature of Science benchmarks and standards that are based on over twenty years of research in science education that cut across all standard areas (life, physical, and earth/space). This body of knowledge exists at all levels from kindergarten to 12th grade, and serves to assure that science is inquiry-based, if not directly experientially-based, encourages laboratory and field work in science, and serves to elevate science teaching. Impacts on the Florida Science FCAT (Florida Comprehensive Assessment Test) will also be discussed. Geoscience Components Our efforts concentrated on all aspects of Earth/Space Science, including astronomy, cosmology, hydrology, geology, climatology, meteorology, and oceanography (and various other sub-disciplines one could name). We include societal impacts such as the impact of the space program on Florida, disaster mitigation and preparation, and resource utilization. Linkages to physical and life sciences are explicit, allowing for the creation of new crosscutting curricula that might provide interesting new challenges for implementers at the district (e.g., county) level.

KSC-02pd0611

NASA Image and Video Library

2002-04-29

KENNEDY SPACE CENTER, FLA. -- Center Director Roy D. Bridges Jr. speaks at the opening ceremony to launch a new program called SABRE, Space Agricultural Biotechnology Research and Education, involving the University of Florida and NASA. Officials from UF and NASA attended the event. SABRE will focus on the discovery, development and application of the biological aspects of advanced life support strategies. The program will include faculty from UF's Institute of Food and Agricultural Sciences, who will be located at both KSC - in the state-owned Space Experiment Research and Processing Laboratory (SERPL) being built there - and UF in Gainesville. SABRE will be directed by Robert Ferl, professor in the horticultural sciences department and assistant director of UF's Biotechnology Program. He will be responsible for coordinating the research and education efforts of UF and NASA

KSC-02pd0617

NASA Image and Video Library

2002-04-29

KENNEDY SPACE CENTER, FLA. -- Florida Representative Bob Allen speaks to attendees at the opening ceremony kicking off a new program known as SABRE, Space Agricultural Biotechnology Research and Education. The program is a combined effort of the University of Florida and NASA. SABRE will focus on the discovery, development and application of the biological aspects of advanced life support strategies. The program will include faculty from UF's Institute of Food and Agricultural Sciences, who will be located at both KSC - in the state-owned Space Experiment Research and Processing Laboratory (SERPL) being built there - and UF in Gainesville. SABRE will be directed by Robert Ferl, professor in the horticultural sciences department and assistant director of UF's Biotechnology Program. He will be responsible for coordinating the research and education efforts of UF and NASA

KSC-02pd0610

NASA Image and Video Library

2002-04-29

KENNEDY SPACE CENTER, FLA. -- Mike Martin, University of Florida vice president for agriculture and natural resources, speaks during the opening ceremony to launch a new program called SABRE, Space Agricultural Biotechnology Research and Education, that involves UF and NASA. Officials from UF and NASA attended the event. SABRE will focus on the discovery, development and application of the biological aspects of advanced life support strategies. The program will include faculty from UF's Institute of Food and Agricultural Sciences, who will be located at both KSC - in the state-owned Space Experiment Research and Processing Laboratory (SERPL) being built there - and UF in Gainesville. SABRE will be directed by Robert Ferl, professor in the horticultural sciences department and assistant director of UF's Biotechnology Program. He will be responsible for coordinating the research and education efforts of UF and NASA

An Alliance of Professionals and Amateurs for the Development of Earth and Space Science Education and Public Outreach

NASA Astrophysics Data System (ADS)

Geller, H. A.; Olin, C.

2002-05-01

To enhance planetary and space science education within Fairfax County, Virginia, George Mason University (GMU) Department of Physics and Astronomy is teamed with the Analemma Society, to implement an astronomy-based education and outreach program in conjunction with K-12 educators of Fairfax County and its standards-based curriculum. A subset of astronomers in the Department of Physics and Astronomy has been assembled to work with members of the Analemma Society and K-12 educators in this effort. The tools to be developed and utilized will be housed within an existing observatory at Turner Farm Park in Great Falls, Virginia. The observatory is being refurbished by the Analemma Society in association with the Fairfax County Parks Authority. Support buildings are also being planned. The land that the observatory is on was originally federal government land used by the military in the Cold War Era. Remote operations of the telescope, via an internet link, will allow for a wide distribution of the images obtained by the observatory telescope. Other unique characteristics of the Observatory Park will be a sundial garden that will include other ancient astronomy instruments. Observatory Park will serve as a focal point for astronomical and space science related activities. Observing time at the telescope will be jointly managed by GMU, the Analemma Society and participating amateur astronomers. Important opportunities suitable for nonprofessional studies of the Sun, Moon and stars will be encouraged. We will take advantage of peer-peer contacts within the school system, and broker information to the widest possible public audience. Once seed funding is secured, we will enlist other professional astronomers and local amateur astronomy organizations. To further leverage our experiences, we plan to present papers to professional societies describing how we pulled our team together for the purpose of generating interest in Earth and space sciences.

Advantages of a Unified Earth and Space Science Approach for Geoscience Education: Perspectives from the National Center for Atmospheric Research

NASA Astrophysics Data System (ADS)

Johnson, R. M.; Barnes, T.; Bergman, J.; Carbone, L.; Eastburn, T.; Foster, S.; Gardiner, L.; Genyuk, J.; Henderson, S.; Lagrave, M.; Munoz, R.; Russell, R.; Araujo-Pradere, E.; Metcalfe, T.; Mastie, D.; Pennington, P.

2005-05-01

The intellectual divisions common among scientists involved in research in specific disciplines are frequently not shared by the broader community of learners. For example, in K-12 education, the Earth sciences and the space sciences have generally been taught in an integrated approach, until opportunities for more advanced courses become available at the higher grade levels in some fortunate school districts. When scientists involved in EPO activities retain a perspective limited to their particular science mission, rather than stepping back to a broader perspective that places the research in a larger context, they risk limiting the usefulness of these activities to a broad cross-section of learners that seek to learn in a contextual framework. The re-integration of Earth and space sciences within NASA's Science Mission Directorate provides an opportunity to more systematically take advantage of the fact that Earth is one of many examples of possible planetary evolution scenarios presented in our solar system and beyond. This development should encourage integration of research across the SMD into a broader context that encourages the development of higher learning skills and a systems thinking approach. At the National Center for Atmospheric Research, the interdisciplinary nature of the research problems we address requires an approach that integrates Earth and space science, and we parallel this in our education and outreach activities, ranging from our exhibits on climate change to our professional development workshops and online courses to our websites and curriculum development efforts. The Windows to the Universe project (http://www.windows.ucar.edu), initiated at the University of Michigan with support from NASA in 1995 and now developed and maintained at the University Corporation for Atmospheric Research, has maintained this integrated approach from its inception with great success - leading to over 6 million users of our English and Spanish language content, curriculum activities, and interactives from around the world in 2004. An exciting new web-based development interface utilizing templates and an image database allows scientists from around the world to collaborate with the Windows to the Universe team, becoming remote developers on the website. This approach has proven to work effectively for scientists eager to efficiently get their science research results out to the public, taking advantage of their specialized expertise and yet not requiring them to become specialists in informal or formal K-12 education.

Supporting pre-service elementary teachers in their understanding of inquiry teaching through the construction of a third discursive space

NASA Astrophysics Data System (ADS)

Greca, Ileana M.

2016-03-01

Several international reports promote the use of the inquiry teaching methodology for improvements in science education at elementary school. Nevertheless, research indicates that pre-service elementary teachers have insufficient experience with this methodology and when they try to implement it, the theory they learnt in their university education clashes with the classroom practice they observe, a problem that has also been noted with other innovative methodologies. So, it appears essential for pre-service teachers to conduct supportive reflective practice during their education to integrate theory and practice, which various studies suggest is not usually done. Our study shows how opening up a third discursive space can assist this supportive reflective practice. The third discursive space appears when pre-service teachers are involved in specific activities that allow them to contrast the discourses of theoretical knowledge taught at university with practical knowledge arising from their ideas on science and science teaching and their observations during classroom practice. The case study of three pre-service teachers shows that this strategy was fundamental in helping them to integrate theory and practice, resulting in a better understanding of the inquiry methodology and its application in the classroom.

The Role of ESERO Romania in Space and Astronomy Education

NASA Astrophysics Data System (ADS)

Pop, Virgiliu

2015-08-01

ESERO Romania (The European Space Education Resource Office - Romania) has been established in 2014 as a collaboration between the Europen Space Agency and the Romanian Space Agency. The key aim of ESERO Romania is to increase STEM literacy in Romania by using space as an appealing context to make the teaching and learning of Science, Technology, Engineering and Math subjects more attractive and accessible. In Romania, the Office intends to bridge the gap between the prize-winning elites and the scientifically illiterate mass through the training of teachers, through raising awareness of space activities and through the dissemination of materials, making full use of ESA’s literature and logistical support in this process. The Romanian ESERO is also serving as the main interface between ESA Education and the Romanian educational community. The ultimate aim is to assure the formation of a future work force active in the space and engineering fields - including astronomy. This paper will outline the ways in which ESERO Romania contributes to space and astronomy education in Romania, as well as the challenges and opportunities encountered during the first year of its existence.

NASA's explorer school and spaceward bound programs: Insights into two education programs designed to heighten public support for space science initiatives

USGS Publications Warehouse

Allner, Matthew; McKay, Christopher P; Coe, Liza; Rask, Jon; Paradise, Jim; Wynne, J. Judson

2010-01-01

IntroductionNASA has played an influential role in bringing the enthusiasm of space science to schools across the United States since the 1980s. The evolution of this public outreach has led to a variety of NASA funded education programs designed to promote student interest in science, technology, engineering, math, and geography (STEM-G) careers.PurposeThis paper investigates the educational outreach initiatives, structure, and impact of two of NASA's largest educational programs: the NASA Explorer School (NES) and NASA Spaceward Bound programs.ResultsSince its induction in 2003 the NES program has networked and provided resources to over 300 schools across the United States. Future directions include further development of mentor schools for each new NES school selected, while also developing a longitudinal student tracking system for NES students to monitor their future involvement in STEM-G careers. The Spaceward Bound program, now in its third year of teacher outreach, is looking to further expand its teacher network and scientific collaboration efforts, while building on its teacher mentorship framework.

Transits in our Solar System for educational activities: Mercury Transit 2016 and Total Solar Eclipse 2017

NASA Astrophysics Data System (ADS)

Pérez-Ayúcar, M.; Breitfelner, M.

2017-09-01

Solar transits are rare astronomical event of profound historical importance and with an enormous potential to engage nowadays students and general public into Planetary Sciences and Space. Mercury transits occur only about every 13-14 times per century. Total solar eclipses occur around 18 months apart somewhere on Earth, but they recur only every 3-4 centuries on the same location. Although its historic scientific importance (examples, to measure the distances in the solar system, to observe the solar corona) has diminished since humanity roams our solar system with robotic spacecrafts, transits remain a spectacular astronomical event that is used very effectively to engage general public and students to Science and Space in general. The educational project CESAR (Cooperation through Education in Science and Astronomy Research) has been covering since 2012 such events (Venus transit 2012, live Sun transmissions, solar eclipses, ISS transits ...). We report the outstanding outcome of the two public educational and outreach events since last year: the May 2016 Mercury Transit, and the recent August 2017 Total Eclipse. And the follow up activities expected for future transits.

The Swift MIDEX Education and Public Outreach Program

NASA Astrophysics Data System (ADS)

Feigelson, E. D.; Cominsky, L. R.; Whitlock, L. A.

1999-12-01

The Swift satellite is dedicated to an understanding of gamma-ray bursts, the most powerful explosions in the Universe since the Big Bang. A multifaceted E/PO program associated with Swift is planned. Web sites will be constructed, including sophisticated interactive learning environments for combining science concepts with with exploration and critical thinking for high school students. The award-winning instructional television program "What's in the News?", produced by Penn State Public Broadcasting and reaching several million 4th-7th graders, will create a series of broadcasts on Swift and space astronomy. A teachers' curricular guide on space astronomy will be produced by UC-Berkeley's Lawrence Hall of Science as part of their highly successful GEMS guides promoting inquiry-based science education. Teacher workshops will be conducted in the Appalachian region and nationwide to testbed and disseminate these products. We may also assist the production of gamma-ray burst museum exhibits. All aspects of the program will be overseen by a Swift Education Committee and assessed by a professional educational evaluation firm. This effort will be supported by the NASA Swift MIDEX contract to Penn State.

The Next Generation Science Standards: An Historic Opportunity for K-12 Earth and Space Science Education

NASA Astrophysics Data System (ADS)

Johnson, R. M.; Passow, M. J.; Holzer, M. A.; Moore, J.

2014-12-01

The Next Generation Science Standards (NGSS) provide an historic opportunity to significantly improve Earth and space science (ESS) education nationally at the K-12 level. The increased emphasis on ESS related topics in the NGSS relative to previous standards provides a real opportunity for ensuring all K-12 students in adopting states learn about the ESS - allowing us to reach many more students than are currently are exposed to our discipline. The new standards are also exciting in that they explicitly couple science and engineering practice, cross-cutting concepts, and disciplinary core ideas in such a way that student must actively demonstrate their understanding through actions rather than through mere regurgitation of memorized responses. Achieving mastery of NGSS Performance Expectations will require practice with higher-order learning skills - with students engaging in the practices of scientists and engineers. Preparing students for this mastery will be a challenging task for teachers, since in many states professional development support is limited at best for the current curriculum - let alone the curricula that will be developed to address the NGSS. As adoption of the NGSS expands across the country, states will be at various levels of implementation of the new standards over the next several years - and there is real concern that teachers must have sufficient professional development to be able to be successful in preparing their students - particularly in view of likely coupled assessments and teacher evaluations. NESTA strongly supports implementation of the NGSS, and the rigorous and compelling ESS education it will engender, when coupled with a strong emphasis nationwide on teacher professional development. For the past two years, the National Earth Science Teachers Association (NESTA) has continued our leadership in K-12 ESS education through workshops, web seminars, events and publications that emphasize implementation of the NGSS in ESS-related courses. Our recent survey of K-12 Earth and space science educators confirms widespread enthusiasm about the potential offered by the new standards, as well as concern about the urgent need for professional development to support teacher implementation of the standards.

The Stocker AstroScience Center at Florida International University

NASA Astrophysics Data System (ADS)

Webb, James R.

2014-01-01

The new Stocker AstroScience Center located on the MMC campus at Florida International University in Miami Florida represents a unique facility for STEM education that arose from a combination of private, State and university funding. The building, completed in the fall of 2013, contains some unique spaces designed not only to educate, but also to inspire students interested in science and space exploration. The observatory consists of a 4-story building (3 floors) with a 24” ACE automated telescope in an Ash dome, and an observing platform above surrounding buildings. Some of the unique features of the observatory include an entrance/exhibition hall with a 6-ft glass tile floor mural linking the Florida climate to space travel, a state-of-the art telescope control that looks like a starship bridge, and displays such as “Music from the universe”. The observatory will also be the focus of our extensive public outreach program that is entering its 20 year.

Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space

NASA Astrophysics Data System (ADS)

Richardson Bruna, Katherine

2009-03-01

One hundred years ago, Upton Sinclair, in The Jungle, exposed the deplorable working conditions of eastern European immigrants in the meatpacking houses of Chicago. The backdrop of this article is the new Jungle of the 21st century—the hog plants of the rural Midwest. Here I speak to the lives of the Mexican workers they employ, and, more specifically, the science-learning experiences and aspirations of third-shifters, Jesús and María. I use these students' stories as an opportunity to examine the take-up, in education, of the concept of hybridity, and, more particularly, to interrogate what I have come to regard as the "third space fetish." My principle argument is that Bhabha's understanding of liberatory Third Space has been distorted, in education, through teacher-centered and power-neutral multicultural discourse. I call for a more robust approach to hybridity in science education research, guided by the lessons of possibility and constraint contained in Jesús' and María's third-shift third space lives.

Educational Outreach: The Space Science Road Show

NASA Astrophysics Data System (ADS)

Cox, N. L. J.

2002-01-01

The poster presented will give an overview of a study towards a "Space Road Show". The topic of this show is space science. The target group is adolescents, aged 12 to 15, at Dutch high schools. The show and its accompanying experiments would be supported with suitable educational material. Science teachers at schools can decide for themselves if they want to use this material in advance, afterwards or not at all. The aims of this outreach effort are: to motivate students for space science and engineering, to help them understand the importance of (space) research, to give them a positive feeling about the possibilities offered by space and in the process give them useful knowledge on space basics. The show revolves around three main themes: applications, science and society. First the students will get some historical background on the importance of space/astronomy to civilization. Secondly they will learn more about novel uses of space. On the one hand they will learn of "Views on Earth" involving technologies like Remote Sensing (or Spying), Communication, Broadcasting, GPS and Telemedicine. On the other hand they will experience "Views on Space" illustrated by past, present and future space research missions, like the space exploration missions (Cassini/Huygens, Mars Express and Rosetta) and the astronomy missions (Soho and XMM). Meanwhile, the students will learn more about the technology of launchers and satellites needed to accomplish these space missions. Throughout the show and especially towards the end attention will be paid to the third theme "Why go to space"? Other reasons for people to get into space will be explored. An important question in this is the commercial (manned) exploration of space. Thus, the questions of benefit of space to society are integrated in the entire show. It raises some fundamental questions about the effects of space travel on our environment, poverty and other moral issues. The show attempts to connect scientific with community thought. The difficulty with a show this elaborate and intricate is communicating on a level understandable for teenagers, whilst not treating them like children. Professional space scientists know how easy it is to lose oneself in technical specifics. This would, of course, only confuse young people. The author would like to discuss the ideas for this show with a knowledgeable audience and hopefully get some (constructive) feedback.

The trajectory of Virgínia Schall: integration of Health, Education, Science and Literature.

PubMed

Pimenta, Denise Nacif; Struchiner, Miriam; Monteiro, Simone

2017-10-01

This article presents Virgínia Schall's professional career, interrupted very early. It highlights her major role in the integration of the fields of Health, Education and Scientific Dissemination in Brazil. The contextualization of her academic and literary production as a researcher at the Oswaldo Cruz Foundation, demonstrates Virgínia's contribution in strengthening the institution and in the teaching of dozens of researchers and students. With a strong inter- and multidisciplinary approach, she was a pioneer in the field of Health Education, Science Education, and Science Dissemination. Virgínia participated in the implementation of two post graduate courses and regularly worked as consultant for CNPq, CAPES, SVS/MS and the Ministry of Education, consolidating national policies in these areas. Besides being the author of several children's books and educational resources about health, environment and science, Virgínia conceived the Life Museum at Fiocruz-RJ, as a space for integrating science, culture, and society, with focus on science, health, and technology information and education. She was also a poet, member of the Women's Academy of Letters in Minas Gerais, and produced diverse and award-winning poetry and prose literary pieces.

NASA Columbus Future Forum

NASA Image and Video Library

2012-02-20

Ohio State University graduate student, biological sciences and NASA Student Ambassador, Monica Okon talks during the NASA Future Forum Inspiration and Education Panel at The Ohio State University on Monday, Feb. 20, 2012, in Columbus, Ohio. The NASA Future Forum features panel discussions on the importance of education to our nation's future in space, the benefit of commercialized space technology to our economy and lives here on Earth, and the shifting roles for the public, commercial and international communities in space. Photo Credit: (NASA/Bill Ingalls)

Aeronautics: An Educator's Guide with Activities in Science, Mathematics, and Technology Education.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

This educator's guide, developed for students in grades 2-4, discusses the field of aeronautics. It begins with education standards and skill matrices for the classroom activities, a description of the National Aeronautics and Space Administration (NASA) aeronautics mission, and a brief history of aeronautics. Activities are written for the…

Using Internet Primary Sources to Teach Critical Thinking Skills in the Sciences. Libraries Unlimited Professional Guides in School Librarianship

ERIC Educational Resources Information Center

Johnson, Carolyn

2003-01-01

Take a cyber journey through the world of science! Presenting more than 150 websites with primary source documents and authoritative data, this versatile book helps educators guide students on virtual scientific fieldtrips in all areas of science, from astronomy, biology, and chemistry to genetics, physics, and space science. Students can meet…

Extraordinary Matter: Visualizing Space Plasmas and Particles

NASA Astrophysics Data System (ADS)

Barbier, S. B.; Bartolone, L.; Christian, E.; Thieman, J.; Eastman, T.; Lewis, E.

2011-09-01

Atoms and sub-atomic particles play a crucial role in the dynamics of our universe, but these particles and the space plasmas comprised of them are often overlooked in popular scientific and educational resources. Although the concepts are pertinent to a wide range of topics, even the most basic particle and plasma physics principles are generally unfamiliar to non-scientists. Educators and public communicators need assistance in explaining these concepts that cannot be easily demonstrated in the everyday world. Active visuals are a highly effective aid to understanding, but resources of this type are currently few in number and difficult to find, and most do not provide suitable context for audience comprehension. To address this need, our team is developing an online multimedia reference library of animations, visualizations, interactivities, and videos resources - Extraordinary Matter: Visualizing Space Plasmas and Particles. The site targets grades 9-14 and the equivalent in informal education and public outreach. Each ready-to-use product will be accompanied by a supporting explanation at a reading level matching the educational level of the concept. It will also have information on relevant science, technology, engineering, and mathematics (STEM) educational standards, activities, lesson plans, related products, links, and suggested uses. These products are intended to stand alone, making them adaptable to the widest range of uses, including scientist presentations, museum displays, educational websites and CDs, teacher professional development, and classroom use. This project is funded by a NASA Education and Public Outreach in Earth and Space Science (EPOESS) grant.

An urban area minority outreach program for K-6 children in space science

NASA Astrophysics Data System (ADS)

Morris, P.; Garza, O.; Lindstrom, M.; Allen, J.; Wooten, J.; Sumners, C.; Obot, V.

The Houston area has minority populations with significant school dropout rates. This is similar to other major cities in the United States and elsewhere in the world where there are significant minority populations from rural areas. The student dropout rates are associated in many instances with the absence of educational support opportuni- ties either from the school and/or from the family. This is exacerbated if the student has poor English language skills. To address this issue, a NASA minority university initiative enabled us to develop a broad-based outreach program that includes younger children and their parents at a primarily Hispanic inner city charter school. The pro- gram at the charter school was initiated by teaching computer skills to the older chil- dren, who in turn taught parents. The older children were subsequently asked to help teach a computer literacy class for mothers with 4-5 year old children. The computers initially intimidated the mothers as most had limited educational backgrounds and En- glish language skills. To practice their newly acquired computer skills and learn about space science, the mothers and their children were asked to pick a space project and investigate it using their computer skills. The mothers and their children decided to learn about black holes. The project included designing space suits for their children so that they could travel through space and observe black holes from a closer proxim- ity. The children and their mothers learned about computers and how to use them for educational purposes. In addition, they learned about black holes and the importance of space suits in protecting astronauts as they investigated space. The parents are proud of their children and their achievements. By including the parents in the program, they have a greater understanding of the importance of their children staying in school and the opportunities for careers in space science and technology. For more information on our overall program, the charter school and their other space science related activities, visit their web site, http://www.tccc-ryss.org/solarsys/solarmingrant.htm

The International Space Station: A National Laboratory

NASA Technical Reports Server (NTRS)

Giblin, Timothy W.

2012-01-01

After more than a decade of assembly missions and the end of the space shuttle program, the International Space Station (ISS) has reached assembly completion. With other visiting spacecraft now docking with the ISS on a regular basis, the orbiting outpost now serves as a National Laboratory to scientists back on Earth. The ISS has the ability to strengthen relationships between NASA, other Federal entities, higher educational institutions, and the private sector in the pursuit of national priorities for the advancement of science, technology, engineering, and mathematics. The ISS National Laboratory also opens new paths for the exploration and economic development of space. In this presentation we will explore the operation of the ISS and the realm of scientific research onboard that includes: (1) Human Research, (2) Biology & Biotechnology, (3) Physical & Material Sciences, (4) Technology, and (5) Earth & Space Science.

NASA's Bioreactor: Growing Cells in a Simulated Microgravity Environment

NASA Technical Reports Server (NTRS)

Richardson, Denise

2003-01-01

National Science Education Standards (NSES), Science for All Americans, the Secretary's Commission on Achieving Necessary Skills (SCANS) as well as the National Aeronautics and Space Administration (NASA) are all making an effort to promote scientific literacy in America. Unfortunately, major evaluation programs such as the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS) have provided information that suggested our students are not able to compete with peers from comparable countries. Although results indicated that American students are recalling memorized, factual knowledge well enough, the real problem is the ability to apply what they know. Concerned with these reports, the National Science Teacher's Association (NSTA) has developed a mission to support innovation and high quality in science teaching and learning for every student. NSTA recommends less emphasis on factual knowledge (memorization) and information and more understanding of the concepts. Science process skills are considered imperative to prepare America's students for the 21st century. The National Aeronautics and Space Administration (NASA) supports this mission and adds that NASA strives to help prepare and encourage the next generation of researchers and explorers. One method that NASA supports educators and its mission is to publish educational briefs. NASA describes a brief as a publication that ranges from one-to-thirty pages. The focus is on mission discoveries and results. The brief provides curriculum to educators that supports their objectives and NASA's interest. Educational Briefs are specific to the grade level and course so that educators may have choices that fit their methods and students level. Sometimes, the brief includes lessons and activities teachers may use. For example, NASA's Microgravity Division has designed a student bioreactor. Consequently, an Educational Brief is being written that focuses on how to build a student bioreactor and experiments that can be conducted in it. These experiments mimic the experiments done by NASA and other researchers in the real world of work.

The New Space Weather Action Center; the Next Level on Space Weather Education

NASA Astrophysics Data System (ADS)

Collado-Vega, Y. M.; Lewis, E. M.; Cline, T. D.; MacDonald, E.

2016-12-01

The Space Weather Action Center (SWAC) provides access for students to near real-time space weather data, and a set of easy instructions and well-defined protocols that allow them to correctly interpret such data. It is a student centered approach to teaching science and technology in classrooms, as students are encouraged to act like real scientists by accessing, collecting, analyzing, recording, and communicating space weather forecasts. Integration and implementation of several programs will enhance and provide a rich education experience for students' grades 5-16. We will enhance the existing data and tutorials available using the Integrated Space Weather Analysis (iSWA) tool created by the Community Coordinated Modeling Center (CCMC) at NASA GSFC. iSWA is a flexible, turn-key, customer-configurable, Web-based dissemination system for NASA-relevant space weather information that combines data based on the most advanced space weather models available through the CCMC with concurrent space environment information. This tool provides an additional component by the use of videos and still imagery from different sources as a tool for educators to effectively show what happens during an eruption from the surface of the Sun. We will also update content on the net result of space weather forecasting that the public can experience by including Aurorasaurus, a well established, growing, modern, innovative, interdisciplinary citizen science project centered around the public's visibility of the northern lights with mobile applications via the use of social media connections.

U.S. Civilian Space Policy Priorities: Reflections 50 Years After Sputnik

DTIC Science & Technology

2007-12-03

the USSR launched Sputnik, the world’s first artificial satellite. Sputnik (Russian for “traveling companion”) was the size of a basketball and... elementary , secondary, and postsecondary science and mathematics education (including gifted education) and provided incentives for American students to...space suits, heat shields for spaceships, hybrid rocket motors , and hypersonic vehicles capable of traveling five or more times the speed of sound